Sana El-Dassouki has been curious about both science and sports for as long as she can remember.
The York University graduate, who received a BSc in kinesiology and exercise science in June, discovered her early interest in health science had deepened after taking Regional Human Anatomy 3460 and 3465 with Assistant Professor Nicole Ventura.
“Her teaching style just really resonated with me,” says El-Dassouki.
A professor at York’s Faculty of Health, Ventura creates opportunities for students to understand the human body using virtual dissection tools and synthetic cadavers.
She joined York’s School of Kinesiology & Health Science in Fall 2025 and now teaches courses on advanced regional anatomy using modern technology.
In the anatomy lab, Ventura is precise, direct and calm, pushing students to get every detail right without losing sight of the individuals who donated their bodies to science.
That mix of respect and rigour earned her major teaching awards during her nearly 10 years on faculty at McGill University.
There, Ventura taught labs using real human cadavers, an experience she describes as “a privilege.” Like many institutions, York does not have a human body donor lab – but it does have a wealth of virtual dissection tools and synthetic cadavers for physiology and anatomy students to work with.
“It’s really given me a new opportunity and a new challenge to teach and think about anatomy in a different way,” Ventura says.
Still, there are limitations to teaching with virtual bodies. For example, dissecting a flesh-and-embalming-fluid cadaver forces students to confront death at a very personal level, Ventura says. It can be difficult – or impossible – to get the same depth of emotional resonance working with a virtual or synthetic body. And for those who go on to work in surgical medicine, donor bodies offer a very realistic window into what they can expect when operating on a patient, from the colour of organs to the thickness and texture of tissues.
But virtual dissections also offer serious advantages. For one, they are much more accessible. With online tools, students can “dissect” a body anywhere, anytime, for as long as they need. “I could just open it at home and study it for hours, which was great,” El-Dassouki says.
When York moved courses online during COVID-19 lockdowns, those virtual tables went from an add‑on to a lifeline, says Professor Nicolette Richardson who teaches anatomy alongside Ventura. The software also allows for bigger class sizes while ensuring that each student still gets direct lab experience.
The virtual software is updated regularly, which gives students access to a wider range of bodies than they might see in a more standard lab setting. They can learn about “folks of different ethnicities, different genders, and get access to things like clinical case studies,” Richardson says.
For Ventura, this is an important feature. She says it helps students, especially those from historically underrepresented backgrounds, better connect to the material.
Synthetic cadavers – or “syndavers” – are also a crucial part of York’s anatomy and physiology labs. These synthetic bodies are extremely lifelike, and give students a tactile experience. “It allows them to actually get their hands in there,” Richardson says.
And this approach, too, has some advantages: unlike real bodies, where the organs and tissues all tend to be a similar shade of pinkish-brown, the syndavers are brightly coloured, enabling students to easily distinguish between different structures. As well, the models can be reused because they don’t need to be removed after dissection and pose no biohazard risks. York currently has one full-bodied synthetic cadaver, as well as several independent lower and upper limbs.
According to a 2025 comparative study published in the peer-reviewed medical journal Clinical Anatomy, students using virtual dissection tables achieved learning outcomes comparable to those in traditional cadaver laboratories, though each method provided distinct educational experiences.
Ultimately, the key to successful physiology instruction lies in cultivating genuine student engagement, regardless of the type of cadavers they practice on. “I just think anatomy is really cool,” Ventura says. “It allows people to have a better understanding of their own bodies, which is pretty unique in itself.”
El-Dassouki agrees. She plans to pursue a career in physiotherapy, and credits her enthusiasm for the field to professors like Ventura and Richardson.
“I have recommended York to so many people applying to universities, just because I loved it so much.”
With files from Joanna Thompson