Cadaveric dissection is a cornerstone of surgical training, offering an essential educational tool for surgeons to develop and refine their surgical skills, anatomical knowledge, and understanding. This study aimed to investigate the socio-cognitive perceptions and attitudes of medical students and postgraduate surgical trainees regarding human body dissection. Specifically, the study sought to determine participants' satisfaction and engagement with factors that enhance positive learning outcomes.

This descriptive cross-sectional study utilized an online questionnaire with 39 items, distributed via forms to the study population. Data were downloaded, organized in Microsoft Excel®, and analyzed using SPSS with descriptive and inferential statistics. Ethical considerations were addressed, and informed consent was obtained.

A significant majority of participants (77.3%) found dissection engaging and considered it the most effective method for learning and understanding human anatomy. Approximately 84.1% reported that dissection helped them recall theoretical knowledge. Furthermore, 77.7% of participants agreed that dissection should not be replaced by other learning methods in the classroom.

Cadaveric dissection is strongly perceived as a favorable teaching and learning method for anatomy. It provides participants with the knowledge, courage, and confidence to operate on the human body. Incorporating cadaveric dissection into surgical training programs allows surgeons to gain a deeper understanding of anatomical variations and complexities they might encounter in diverse patient populations. This knowledge is invaluable in preparing them to deliver quality surgical care across different cultural and geographic contexts.

E.G. was involved in study design, data acquisition, drafting the article, critical revision, and final manuscript approval. L.M.S.M. was involved in data acquisition and manuscript approval. Both authors have read and approved the manuscript.

All data generated or analyzed during this study are included in this published article. Some supporting data are available from the Ministry of Health/Ministry of Higher Education Sudan, but restrictions apply; they were used under license and are not publicly available. Data are available from the authors upon reasonable request and with permission from the Ministry of Health/Ministry of Higher Education Sudan.

Ethical approval was obtained from the Joint Research Ethical Committee of the Ministry of Health and the Ministry of Higher Education in Sudan on March 9, 2023 (Reference number 25/854). Experimental protocols were approved by the Joint Research Ethical Committee, and the study protocol was performed in accordance with relevant guidelines. Data are anonymized, and informed consent was obtained.

Received: 23 April 2025

Accepted: 08 June 2025

Article published online:
27 June 2025

© 2025. The Author(s). This is an open access article published by Thieme under the terms of the Creative Commons Attribution License, permitting unrestricted use, distribution, and reproduction so long as the original work is properly cited. (https://creativecommons.org/licenses/by/4.0/)

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Bibliographical Record
Elmuhtadibillah Babiker Yousif Gasoma, Leenah Mohammed Salih Mohammed. The Silent Teacher's Role in Surgical Training: A Cross-Sectional Study on Medical Students' and Surgical Trainees' Attitudes toward Cadaveric Dissection. Surg J (N Y) 2025; 11: a26315735.
DOI: 10.1055/a-2631-5735