Perceptions of medical students regarding methods of teaching human anatomy

Abstract

Anatomy education employs diverse teaching techniques worldwide, causing debates over the effectiveness of traditional versus newer methods. This study sought to investigate medical students’ preferences for teaching methods in their institutions and provide recommendations for an optimal anatomy education model. In this cross-sectional study, all Jeddah medical students were invited to participate in an online survey. The response rate reached 30%, with 430/1424 students partaking, and a sample size of 349 was established using non-probability convenience sampling. Students were questioned about the methods used at their institutions, and the significance they attributed to each method. Additionally, their agreement with specific statements was assessed. Among 430 responses, diversity of anatomy teaching methods was reported across institutions. While all methods were deemed important, there were slight disparities in preferences, with cadaver dissection being the most favored (86.2%). Conversely, plastic models were rated the least preferred (29.9%). The preferred comprehensive and practical approach to understand and memorize anatomy was combining two or more methods (29.8%). No significant association was observed between gender and the importance of any method (p > 0.05). Based on students’ perceptions, cadaver dissection is the most suitable approach for achieving important teaching goals in the field of anatomy. However, combining dissection with digital models is the most preferred method. We recommend that medical schools not limit the methods used in teaching anatomy and look toward choosing preferred methods.

Keywords:

• Anatomy
• medical education
• dissection
• medical students

REVIEWING EDITOR:

• Serafina Pastore, Education, Psychology, Communication, Università degli Studi Di Bari Aldo Moro, Italy

SUBJECTS:

• Medicine
• Anatomy
• Medical Education

Acknowledgment

The authors thank all participants for their responses and cooperation. Moreover, the authors would like to acknowledge the anatomists (Dr. Juman Almusaed, Dr. Bader Khawaji, and Dr. Nagi Bakhit) and the medical educator (Dr. Sabina Ahmed) for helping us build and validate the questionnaire.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Malak A. Alghamdi

Malak A. Alghamdiassistant professor of Anatomy at College of Medicine, King Abdulaziz University for Health Sciences.

Reem Bu Saeed

Reem Bu Saeed assistant professor of Anatomy at College of Medicine, King Abdulaziz University for Health Sciences.

Waad Fudhah

Waad Fudhah, Danah Alqarnia, Shahad Albarzan, and Sheifa AlamoudiMedical students at College of Medicine, King Abdulaziz University for Health Sciences.

Danah Alqarni

Waad Fudhah, Danah Alqarnia, Shahad Albarzan, and Sheifa AlamoudiMedical students at College of Medicine, King Abdulaziz University for Health Sciences.

Shahad Albarzan

Waad Fudhah, Danah Alqarnia, Shahad Albarzan, and Sheifa AlamoudiMedical students at College of Medicine, King Abdulaziz University for Health Sciences.

Sheifa Alamoudi

Waad Fudhah, Danah Alqarnia, Shahad Albarzan, and Sheifa AlamoudiMedical students at College of Medicine, King Abdulaziz University for Health Sciences.

Muhammad Anwar Khan

Muhammad Anwar KhanLecturer ofMedical Education at College of Medicine, King Abdulaziz University for Health Sciences.