In recent years an international debate has culminated in the questions ''How much anatomy is necessary in the medical curriculum?'' and ''Should dissection be replaced by prosection or computer-aided learning?''. This article will deal with data published on evaluations of the anatomical knowledge of students, on experience with different teaching forms documented by anatomists, and on the assessment of the anatomical knowledge of young doctors by clinicians responsible for residency programmes. Due to the great variability in the number of teaching hours, type of teaching methods, previous qualifications of medical students, number and qualification of demonstrators and several other parameters it is impossible to assume experiences in one institute and/or country to be valid for another. However, there is an urgent need to fund research programmes evaluating the anatomy curriculum including long-term studies, as the aim of the medical curriculum is the well-trained medical doctor. No convincing data have been published on the advantages or disadvantages of problem-based learning curricula. Congresses of anatomical associations/societies should include sessions on teaching aspects, and the decision makers in medical faculties should be informed about internationally documented pro and cons of anatomy, not only for the undergraduates but also for the specialization of physicians.