Abstract

It is essential to comprehend how medical students feel about anatomy during the preclinical stage in order to create teaching and learning strategies that encourage student success. The goal of this study was to determine how medical students felt about their preclinical anatomy classes and how applicable these courses were to their clinical work. Materials and Methods: 200 clinical students from both genders (95 men and 105 females) who have completed all of their clinical courses took part in this cross-sectional observation study. After receiving permission from the anatomy department and the students' consent, a questionnaire was handed to the class. 180 students in total (or 90%) answered the survey. The questionnaire has 16 questions that elicited responses from students about curriculum, cognitive domains, assessment, teaching strategies, and the use of gross anatomy in clinical settings. Results: More than two-thirds of the students (68%) were dissatisfied with the quality of the anatomy courses they were given, according to the responses obtained regarding the clarity of the anatomy course outline and its impact on their capacity to think and solve problems, develop their skills as members of a team, and relate it to their clinical practice. Conclusion: In order to provide better healthcare to the community, it is believed that it is urgently necessary to reform the gross anatomy curriculum to make it more practical and clinically oriented. Insights from this article should be used by medical educators and institutions to create efficient teaching and learning methods that increase student interest in anatomy

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