Dr. Tabinda Hasan, PhD, MD is a distinguished researcher and educator in Anatomy and Human Biology at Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia. She earned her MBBS and MD from medical colleges accredited by the University of Toronto and a PhD in Anatomy and Neuroscience from King’s College London, complemented by a teaching certification from Harvard University. Dr. Hasan is a recognized leader in innovative, competency-based medical education, spearheading initiatives such as cadaveric surgical training and the establishment of Surgical Anatomy Learning Centers. Internationally acclaimed for her contributions to research and ethics, she has a robust publication record with over 600 citations and serves on multiple editorial boards and professional societies dedicated to anatomy, neuroscience, and medical education. Surgical and clinical anatomy, neuroscience, competency-based medical education, cadaveric surgical training, and ethics in medical education.

Curricular Integration of Cadaveric Knee–Based Surgical Training within a Newly Established Surgical Anatomy Learning Center: An Outcomes-Based Educational Evaluation Background: In alignment with World Federation for Medical Education (WFME) standards emphasizing competency-based training, integration of basic and clinical sciences, and the use of appropriate educational resources, a Surgical Anatomy Learning Center was newly established at Princess Nourah bint Abdulrahman University. As part of its formal training schedule, a cadaveric knee–based surgical module was introduced to address limitations of mannequin-based simulation and enhance anatomical realism, procedural competence, and learner outcomes. This study evaluated the educational impact of this initiative as a center launch activity during January 2026. Methods: A structured cadaveric knee surgery two day training module was delivered to 35 orthopaedic residents as part of the center’s curriculum. The training focused on applied surgical anatomy, instrument handling, portal placement, spatial orientation, and procedural sequencing using human cadaveric knees. Educational outcomes were assessed through pre- and post-training evaluations using a validated technical skills questionnaire (maximum score: 20). Learner satisfaction and perceived educational value were measured using a 5-point Likert scale. Outcome data were analyzed using a paired t-test, consistent with WFME-recommended program evaluation practices. Results: Mean technical skill scores increased significantly from 12.1 ± 2.3 pre-training to 17.4 ± 1.6 post-training (p < 0.001). Significant improvements were observed in anatomical structure identification (p = 0.002), hand–eye coordination (p = 0.004), and procedural confidence (p < 0.001). Learner satisfaction was high (mean score 4.7 ± 0.4), with 94.3% of participants rating the module as essential to the training program and superior to mannequin-based simulation. Conclusion: The integration of cadaveric knee–based surgical training within a Surgical Anatomy Learning Center aligns with WFME standards for outcomes-based, learner-centered medical education. As a flagship center launch initiative, this program demonstrates measurable educational impact and establishes a sustainable framework for competency-driven surgical training. Institutional investment in anatomy-based education supports the development of reproducible, high-quality models for academic medical centers committed to competency-based curricula.   Key words: Cadaveric training; Surgical anatomy education; Orthopaedic residency; Curriculum innovation.