Student-Centered Anatomy Learning Survey: Insights from the First-Year Medical Students

Introduction: Human anatomy is a foundational discipline in medical education, focusing on the structural and functional relationships within the human body. Rooted in ancient Greek origins, the term "anatomy" signifies the dissection and study of body structures. As medical education evolves, bridging theoretical knowledge with clinical application becomes essential. Various teaching methods aim to enhance students’ practical skills and engagement in anatomy addressing the challenge of memorization and application. Traditional teaching methods, including dissection, prosecution, tutorials, and lectures, have long been supplemented by modern approaches such as anatomical models and e-learning. Despite these advancements, the preferences of medical students and anatomy faculty towards teaching methods remain unclear. Emerging trends like e-learning and technological innovations present new opportunities and challenges, especially amid the COVID-19 pandemic, necessitating a comprehensive understanding of effective teaching strategies. Methodology: The study was designed as a cross-sectional survey to evaluate the teaching practices of The Human Anatomy Department. The survey was conducted using a structured questionnaire, targeting medical students who had completed their first-year clinical courses. The study took place at The University of Science and Technology, Faculty of Medicine in Khartoum State. The study population included medical students of both genders who had completed their first-year clinical courses. Inclusion criteria were students who had finished their first-year clinical courses and agreed to complete the questionnaire. Students who had not completed their first-year clinical courses were excluded from the study. The study aimed for total coverage of all first-year medical students in The University of Science and Technology with 248 participants were involved. Data was collected using a structured questionnaire distributed via Google Forms. The questionnaire adapted from a 2019 study by S. Swetha et al. at Saveetha Medical College, Chennai, Tamil Nadu, comprised 18 items. These items focused on various aspects of the current teaching methodology and assessment techniques, including preferences for teaching aids, methodologies for theoretical and practical classes and evaluation patterns for histology and embryology classes. Students selected their preferred options independently and anonymously, ensuring unbiased responses. Before distribution, approval was obtained from The Department of Anatomy, and students.