Exploring potential threshold concepts in learning anatomy through performing cadaveric dissection

A strong understanding of anatomy is fundamental not only for health professions such as medicine, dentistry, physiotherapy, radiography, and speech and language therapy, but also for undergraduate science programmes. Educators argue that learning anatomy should emphasise comprehension over memorisation, fostering skills in problem-solving, critical analysis, and application. Cadaveric dissection offers a unique opportunity to achieve these aims by providing hands-on, experiential learning that promotes critical thinking, spatial understanding, and reflective practice. Despite its value, some students struggle with dissection, experiencing difficulties that hinder their ability to use it effectively for learning.

This study explored students’ experiences of cadaveric dissection across emotional, cognitive, and cultural dimensions, with the aim of identifying potential threshold concepts (TCs) that shape their learning journeys. Adopting a constructivist epistemology and a qualitative methodology, data were analysed thematically using both inductive and deductive approaches through the lens of the Threshold Concepts Framework (TCF).

Findings revealed that students encountered significant emotional, cognitive, and cultural challenges when learning anatomy through dissection. However, by negotiating these challenges, they developed transformed understandings that fostered new ways of thinking and practising within the discipline. Three potential TCs were identified:

1. Embracing emotional challenges,
2. Learning is in the process of doing, and
3. Building professional values through cultural reflexivity

These findings highlight the complex interplay of cognitive, emotional, and cultural factors in anatomy education. They also underscore the importance of pedagogical scaffolding and the role of educators in supporting students at critical learning junctures. By making TCs explicit, anatomy teachers can better guide students who feel ‘stuck’, enabling deeper engagement with dissection and more meaningful learning outcomes.