340CURRENT TRENDS AND VARIATIONS IN ANATOMY EDUCATION ACROSS MEDICAL SCHOOLS: A COMPREHENSIVE ANALYSISSince “Tomorrow’s Doctors” was introduced in the early 1990s, anatomical education has been closely examined and improved. The aim of this study was to check the status of anatomy teaching in medical schools during 2019. In total, the response rate was one hundred percent as 39 institutions participated, with about 10,093 students receiving training in each academic cohort. Among the 760 staff involved in teaching anatomy, 143 devoted their time fully to teaching and another 103 combined roles in academia and research. Three decades after the first study, the number of part-time educators has more than tripled, with a particularly notable rise in anatomy demonstrators. By 2019, most institutions switched to teaching anatomy through either a system approach or a mix of models. In 87% of schools, cadaveric dissection was still a central part of teaching and 1,363 of these dissection practices used donated bodies each year. About nine of ten times, instructors in gross anatomy incorporated medical imaging and eight of ten times, embryology. In the five years of the program, the students spent an average of 85 hours learning gross anatomy, plus 24 hours for neuroanatomy and histology each, 11 hours for living anatomy and 10 hours for embryology. According to data from 20 years ago, teachers now teach fewer hours in gross anatomy, with all related disciplines also showing decreasesVidya@gmail.comResearch822018How anatomical structures are organized, Teaching human anatomy, Human body donation initiatives, Practice with real human bodies and Instruction in open anatomyDr. Vidya Sagar UppalaAssistant Professor, Department of Anatomy, Tagore Medical College and Hospital, Chennai - 600127.