With technical advancements, there is a distant possibility of doing away with dissection. This would adversely affect the conduction of practical examination.

The faculty aims to make the students

 Enthusiastically participate in dissection

 Comprehend the anatomical facts

 Grasp its clinical bearing.

Each day there is opportunity to lay the foundation of a sound understanding based on stimulating interaction. Besides being facilitator and editor, an anatomist has to inspire the students to reach their potential.

To redeem the importance of dissection, make it more purposeful and edit it to highlight clinicalrelevance, it is essential to test the students often. The reasons and gain of these tests should accord objectivity and uniformity to be convincing and compelling for acceptance by the teacher and the taught. How Do We Make It Happen? These tests have to be structured to make the student see the purpose of each dissection schedule.

The methodology to evolve these tests is to be based on the premise that an examiner should judge whether the candidate is able to:

1. Identify the structure pointed at.

2. Seek and show the structures related to the main structure.

3. Demonstrate the pertaining anatomical facts.

4. Explain the pertinent clinical bearing.

Further, to evaluate if the candidate’s ability is barely adequate to pass or he is inquisitive and knows more.

The scope of incorporating all the dissection schedules for university examination, its impact on the students and the feasibility of subjecting other heads of practical examination to this structured methodology is to be presented and discussed.

Keywords: Redeeming; Dissection; Anatomy; Practical examination.