THE TEACHING OF ANATOMY IN THE DIGITAL ERA. WHERE DO WE STAND?

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Background. In a time of innovation and change it is important to rethink and redirect the teaching of Anatomy according to the new reality. Aim. In an analysis of teaching and learning, it is necessary to examine, the curriculum, the mode of teaching, the quality of how it is delivered and the infrastructure within which it is delivered (Papa and Vaccarezza-2013). Material and Methods. The authors reports the options of teaching Anatomy, made by the Institute of Anatomy of the Faculty of Medicine of Lisbon, arising from curricular integration of the Anatomy subjects in modules of the Morphological Sciences Group. Results and Discussion. Implementation of pros-section workshops outside the regular school year, to compensate the reduction of the gross anatomy teaching hours. Involving students in their learning and curricular integration, with options of laboratorial stages, participation in investigation microprojects and tutorial credited experience. In Clinical Anatomy, were used problem-based learning (PBL) and case-based learning (CBL) allowing to horizontal and vertical integration. Implementation of Imaging Workshops with interactive participation of students in anatomic diagnosis. Option for student-centred teaching was made. Modified Thiel embalmed method is practiced. Plastination and 3D printing models were produced for students. It is exploited the excellence of facilities and resources for Anatomy of Cadaveric Dissection. Conclusions. Anatomic dissection and prossection continues to be the best and most real 3D experience; Digital Anatomy must be a complementary or alternative method for the absence of the resource of anatomical dissection or prosecution, allowing maximization of teaching activity and learning performance.