Revitalizing Interest among MBBS Graduates in Pursuing Anatomy as Career Option: A Timely Necessity
Year: 2025
Type: article
Abstract: In recent decades, the field of anatomy—especially its academic and research branches—has witnessed a disturbing and persistent decline in the number of MBBS graduates opting to pursue it as a professional career.[1] This is not an issue of personal choice but an outcome of systemic ideologies and structural issues that have influenced the position of anatomy in the medical education system.[2] Anatomy remains the bedrock of medical sciences, forming the basis for both surgical procedures and radiological diagnosis, yet its significance has been increasingly overlooked. Anatomy is too frequently seen by students as a dry, preclinical subject lacking the glitz and perceived status accorded clinical specialties.[3] This trend is not limited to anatomy alone —postgraduate (PG) seats in nearly all pre-clinical and para-clinical subjects consistently go unfilled, reflecting a broader pattern of declining interest among medical graduates. Annually 600–800 PG seats remain vacant in pre- and paraclinical subjects.[4] The cause of this lack of interest is complex. The reduced direct patient contact, relatively slower professional advancement, and less instant monetary rewards that are part of preclinical specialisms have all been factors in the waning appeal of anatomy. In addition, the historical approaches to teaching, cadaveric dissection, formaldehyde exposure, rote learning, and chalk-and-board lectures, have failed to keep step with the developing digital culture of contemporary students.[5,6] This mismatch between pedagogy and student enthusiasm has also deterred prospective anatomists, resulting in fewer qualified anatomists available across the country in spite of increasing demand for faculty to teach MBBS students. From a curricular standpoint, anatomy education in many medical schools of United States has been transformed into highly integrated, system-based courses that emphasize active learning and clinically relevant content.[7,8] Similarly, biomedical science departments have largely embraced integration, often merging and rebranding to highlight their research-oriented focus. Consequently, anatomists, and the field of anatomy as a whole, may have experienced a loss of professional identity as traditional “Departments of Anatomy” were merged with other basic departments of science, many of which no longer highlight anatomy in their names.[9] If effective steps are not taken to address the shortage of anatomical science educators, the issue is likely to escalate in the coming decade. As more programs rely on anatomy instruction and student enrollments continue to grow, the demand for educators in the anatomical sciences is expected to increase accordingly. Teaching faculty have an outsized influence on the student experience at anatomy. Students get influenced by uninterested and unhelpful faculties. To further overcome this hindrance, anatomy should be taught as a fascinating subject and inspiring lectures by which undergraduate students get motivated to take up PG in anatomy. Anatomy should continue to provide engaging coursework and hands-on laboratory experiences that foster transferable skills like critical thinking.[10] One concern about pursuing a career in anatomy is the perceived lack of lucrative job opportunities. To address this, the field should provide more information on career paths and facilitate networking events, helping current students become aware of the diverse professional opportunities available.[11] It is encouraging that several medical institutes have pledged to offer tuition fee waivers, free boarding and lodging, stipends, and guaranteed employment upon course completion in order to attract postgraduate (PG) students to pre-clinical and para-clinical subjects—especially anatomy, which faces the most acute shortage.[11] Anatomy departments of various institutions must integrate clinical rotations, simulation-based learning, and interdisciplinary research opportunities and maintain optimistic postgraduate teaching. In NEET PG 2023, the Medical Counselling Committee reduced the minimum qualifying percentile, meaning that even those with zero percentile scores can be eligible for counseling. This was done to ensure that vacant medical seats are filled.[12,13] The qualifying percentile was reduced to 5th percentile for all categories in 2025. The main reason for this reduction was to prevent seats from going vacant, especially in preclinical and paraclinical branches.[14] The ongoing crisis in anatomical education—marked by severe faculty shortages and declining student engagement—demands urgent reforms from regulatory authorities like the National Medical Commission (NMC). A critical solution lies in integrating anatomists into adjunct clinical roles, such as outpatient consultations, radiological diagnostics, surgical planning, cytogenetic testing, and genetic counselling. These roles capitalise on their expertise in structural biology and clinical correlations, bridging the gap between foundational science and patient care. Anatomy transcends its traditional preclinical boundaries—it is periclinical and postclinical. Anatomists, equipped with mastery of human morphology and emerging technologies like 3D modelling, are uniquely positioned to enhance diagnostic accuracy and therapeutic outcomes. Their involvement in multidisciplinary care teams would not only elevate the discipline’s relevance but also address career stagnation by offering diverse professional pathways. To further modernise the field, statutory bodies must introduce superspecialization programs such as DM degrees in Neuroanatomical Sciences (focusing on neurodegenerative disorders), Clinical Embryology (for fertility and developmental biology), and Cytogenetics (integrating molecular diagnostics). To support passionate academics and clinician-scientists, there should be well-designed advanced residency or fellowship programs. Broadening knowledge and skills in areas like Immunohistochemistry, Clinical and Surgical Anatomy, Cross-sectional Anatomy, and Endoscopic Anatomy will not only enhance patient care and research but also help nurture a new wave of highly skilled anatomists and medical professionals.These advanced tracks would empower anatomists to lead in areas like precision medicine, reproductive health, and translational research, ultimately repositioning anatomy as a cornerstone of innovation in 21st-century healthcare. Faculty development programs, conferences, continued medical education, workshops, etc., like those encouraged by subject associations, should focus on pedagogical innovations, making the subject more engaging.[15-17] A truly enriching experience in anatomy comes from more than just textbooks—it’s about being part of a community where the faculty fosters a healthy and supportive work environment. It’s where peers encourage each other and there are exciting opportunities to collaborate with pioneers who inspire and lead the field. Having access to excellent resources like a well-curated anatomy museum, fully equipped libraries, cutting-edge virtual dissection tables, and digitized histology labs makes learning not only effective but also inspiring and enjoyable.[18] Policy-level interventions are needed to ensure parity in promotional pathways and remuneration for preclinical faculty. Hence, we urge attempts should be made from all levels to enable surge in MBBS graduates to opt for anatomy as a specialty and bridge the existing gap between demand and supply.
Authors: Apurba Patra, N. B. Pushpa, Kumar Satish Ravi
Language: English
Subfield: Gender Studies
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $200
OpenAlex ID: W4411132652