Medical students’ perceptions of anatomy teaching resources and their impact on learning outcomes: Insights from a private medical university in Malaysia

Understanding medical students’ perceptions of anatomy teaching resources is crucial for developing effective and engaging educational strategies that enhance long-term knowledge retention. This study examined students’ preferences for various gross anatomy and histology learning resources and evaluated their perceived effectiveness in achieving specific anatomy learning outcomes (LOs). A cross-sectional online survey was administered to a total of 317 (Year 1–5) medical students at a private Malaysian medical university using convenience sampling. Participants ranked different anatomy teaching resources and rated their usefulness across 12 defined LOs. Data was analyzed using non-parametric statistical tests. Of 317 respondents, prosection of human tissues emerged as the most preferred and effective gross anatomy resource (53.3%), followed by plastic anatomical models and online multimedia materials, while printed resources were least favored. For histology, light microscopy (LM) was preferred by 61% of students, although both LM and virtual microscopy (VM) were perceived as comparably effective in meeting learning objectives. Preferences varied significantly by academic phase and country of origin but not by gender. Medical students favored hands-on and visually rich learning modalities that provide tactile and spatial engagement. These findings highlight the continued relevance of prosection of human tissues and LM in anatomy education while supporting a blended teaching approach that integrates digital resources to complement traditional methods and optimize student engagement and learning outcomes. • Cadaveric prosection remains the most effective anatomy learning modality. • Light microscopy (LM) outperforms virtual microscopy (VM) for engagement and realism. • Digital tools enhance flexibility and self-directed anatomy learning. • Academic phase and nationality influence anatomy resource preferences. • Findings support a blended, evidence-based anatomy teaching framework.