“…As learning is a process of memory formation that can be modified through pedagogical approaches (McBride and Drake 2016;Sosa et al, 2018), many authors have examined the impact of different teaching and learning strategies on anatomy education. Techniques such as: repeated testing and retrieval of anatomical knowledge (Logan et al, 2011;Meyer et al, 2015;McBride and Drake, 2016;Dobson et al, 2017;Doomernik et al, 2017), hands-on training (Knudson et al, 2018), reciprocal peer tutoring (Manyama et al, 2016), team-based and kinesthetic learning (Wagner, 2014;Emke et al, 2016;Backhouse et al, 2019), dissection and prosection (Johnson et al, 2012;Montayre and Sparks, 2017), the use of teaching technologies (Parikh et al, 2004;Cui et al, 2016), anatomy models (Holzinger et al, 2009;Johnson et al, 2012), and laboratory training (Attardi et al, 2016;Montayre and Sparks, 2017) have all been evaluated to determine the impact of these strategies on learning of anatomy.…”