What initially drew you to the subject of anatomy, and how has your perspective on its importance evolved over the years?
Initially, I chose anatomy because it offered a stable teaching opportunity, with fewer applicants at the time. But once I began teaching, I embraced the role with sincerity and discovered a natural ability to make the subject engaging for students. Over time, I not only developed a deep love for the human body’s structure but also came to believe that anatomy is the essential foundation upon which all of medicine rests.
What was the core motivation behind launching VB Anatomy Academy on YouTube in 2023? What has the student response been like?
The core motivation behind launching VB Anatomy Academy on YouTube was to bridge the gap in the quality of anatomy education, which often depends heavily on the individual teacher’s effort. With no formal teacher training or quality checks, many students end up receiving substandard instruction. Drawing on over 30 years of teaching experience, I wanted to offer high-quality, visually rich, concept-driven anatomy content that’s freely accessible to every student. The goal is to ensure that no student eager to learn anatomy is left without the right resources. The student response has been mixed—some are loyal followers, others are occasional viewers—but overall, the feedback, especially from international students, has been encouraging.
You’re now consulting with DeftXR on immersive 3D human models—do you view 3D anatomy as a new form of “art” in learning? How does it change the student experience?
I see immersive 3D anatomy as a powerful blend of science and art—what I call “guided art.” It offers students a hands-on, experiential understanding of human structure in a virtual space, transforming passive learning into active exploration. While 3D creators interpret anatomical details based on expert input, their work must remain grounded in scientific accuracy. The moment artistic freedom outweighs anatomical truth, it stops being educational and loses its value as a teaching tool.
How have digital tools like video content, 3D models, and VR enhanced anatomy education for students from diverse backgrounds?
Digital tools have created a common learning ground for students from diverse backgrounds, removing barriers of geography and language. Video content blends structured theory with the feel of live teaching, while 3D models allow repeated exploration of complex structures. VR takes this further by offering immersive, hands-on experiences. These tools foster self-directed, need-based learning, encouraging students to engage deeply and repeatedly with the subject at their own pace.
In your opinion, can AI ever replace a human anatomy teacher? Where do you think technology ends and mentorship begins?
AI may become a powerful educational tool in anatomy, offering structured, reliable content—but it cannot replace the emotional connection and nuanced understanding a human teacher provides. Much of medical education involves empathy, encouragement, and shared experience, which AI lacks. Technology can deliver information, but mentorship offers direction, recognizing each student’s strengths and guiding them accordingly. The anatomy teacher’s role as mentor—personalized, compassionate, and intuitive—remains irreplaceable.
You’ve often emphasized mentorship in medical education. How does this approach help students deal with academic pressure and emotional fatigue?
Mentorship offers students personalized guidance, helping them recognize their strengths and align with areas of medicine they truly enjoy. It provides clarity when students feel lost in academic pressure or unsure of their direction. A mentor acts like a lighthouse—offering stability, inspiration, and emotional support during turbulent times. This bond becomes a crucial anchor for students navigating both academic and emotional fatigue.
Mental health among MBBS students is often overlooked. Based on your experience, what are the unseen struggles they face and how can institutions better support them?
MBBS students face hidden emotional struggles, including doubts about their capabilities, shaped by how they entered the system—through merit, management quotas, or late admissions. The pressure to keep up, compounded by a rigid, overloaded curriculum, often leaves them feeling overwhelmed and unseen. Institutions must reassess the unrealistic pace of the first year and ensure students get time to adjust. Regular access to counselors, mandatory physical activity, and moments of joy must become integral to the MBBS journey. Students aren’t just learners—they’re individuals who need balance, support, and space to grow.
How do you help students bridge the gap between classroom anatomy and real-world surgical anatomy?
To bridge the gap between classroom and surgical anatomy, I constantly connect theoretical concepts with clinical scenarios during teaching. This helps students see anatomy as a tool for real-world application, not just memorization. I also conduct dedicated surgical anatomy sessions, guiding students to link their foundational knowledge with its practical use in the operating room. The goal is always to shape anatomy into a functional, clinical language.
What led you to become a passionate advocate for organ and body donation? What changes are needed to bring this conversation to the mainstream?
My advocacy for body donation stems from 30 years of witnessing how cadaveric dissection profoundly shapes medical students—both intellectually and emotionally. Organ donation became a personal mission during my PhD, where I heard the powerful stories of recipients, grieving families, and hopeful patients on waiting lists. Their courage and honesty left a deep impact on me. My work now is a promise to them—to honor their voices and bring this vital conversation into the mainstream through education, empathy, and awareness.
If given the opportunity to reform the anatomy curriculum in India, what are the top changes you would introduce?
If given the chance to reform India’s anatomy curriculum, my first change would be to give students more time—time to explore, absorb, and emotionally adjust. The current one-year limit, especially after a month-long foundation course, is simply not enough to build solid conceptual grounding. I’d push to reinstate a longer first year, ensuring deeper learning and less emotional burnout. Students need space to understand the relevance of every subject, not just pass exams. Investing in their early education with kindness and patience will pay off in the form of confident, capable future doctors.
What should be the real goals of medical education in India today, beyond clearing exams and getting degrees?
The real goal of medical education in India must go far beyond just clearing exams or acquiring degrees. It should be about producing doctors with a solid knowledge base and a deep-rooted empathy for patients. A 40% pass mark cannot build confident, capable healers—it can only create fragile foundations. The true aim should be nurturing individuals with both the will and the ability to heal.
How has anatomy teaching evolved in the last two decades, and what new trends do you foresee shaping its future?
Anatomy teaching has shifted over the past two decades, often becoming overly reliant on PowerPoint presentations and passive content delivery. Unfortunately, this has diluted the active, hands-on nature of anatomy education. But the digital era is also bringing a renewed global appreciation for anatomy, especially with rising tech use in medicine. Future trends point toward need-based, accessible, and immersive learning—bringing anatomy back to its central role in medical education.
What strategies do you use to make anatomy and embryology accessible and enjoyable for students with varying learning abilities?
To make anatomy and embryology accessible, in my videos at VB Anatomy, I start from a point all students understand and build upward gradually. I use simple diagrams and structured storytelling to ensure clarity and continuity. For embryology, I connect abstract ideas to relatable developmental stages and proceed step-by-step. I also introduce clinical images and real-life scenarios, helping students continuously relate their basic science learning to future clinical cases. This reinforces both understanding and the relevance of the subject.
Is there a specific classroom moment or student interaction that deeply impacted you as an educator?
There have been countless moments where student interactions deeply impacted me, reminding me that teaching is a two-way street. One unforgettable memory was a role-play activity where students acted as neurons to understand pain pathways. Years later, a student recalled being the “second-order neuron,” saying it helped her never forget the concept. Such moments reaffirm the power of creative teaching and the lasting influence we can have. They inspire me to keep striving to make learning meaningful.
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