Medical Students’ Perception Toward Various Human Anatomy Teaching Methods in Khartoum, Sudan

Background Anatomy teaching uses both traditional and modern methods. Although cadaveric dissection remains the gold standard, students face challenges in visualizing embryological processes and applying histological knowledge clinically. Prior studies have mainly focused on Western medical schools, overlooking resource-limited settings such as Sudan. This study aimed to explore students' perceptions of anatomy teaching methods in such a setting. Methodology A cross-sectional survey was conducted among second to fifth-year medical students who had completed at least half of their anatomy syllabus. Data were collected using a structured questionnaire and analyzed using SPSS version 29 (IBM Corp., Armonk, NY, USA). Results A total of 248 students participated in this study, with a response rate of 77.0%; 63.7% of the participants were female. Overall, 43% favored lecture-based teaching. For practical sessions, the most preferred approaches were labeled structures combined with on-body teaching (84.7%), dissected bodies (48.4%), anatomical models (39.1%), and multimedia resources (34.7%). Reported challenges in embryology included difficulty understanding developmental sequences, limited time, and visualization difficulties (52.4%), while histology challenges centered on insufficient lecture (33.9%) and practical (33.1%) time. Gender comparisons showed no significant differences in preferences, challenges, or proposed solutions (p > 0.05). Conclusions Students favor a blended approach that combines traditional cadaveric dissection with modern visual tools, clinical integration, and increased time for histology and embryology.