Content area
Background
Medical education relies heavily on anatomy as a fundamental component. Irrespective of their specific field of expertise, it is undeniably essential for doctors to possess a comprehensive grasp of anatomical principles. Teaching and obtaining knowledge of anatomy are highly important and challenging disciplines for both educators and learners. The aim of this study was to assess the perception and attitude towards the methods used for teaching and assessing anatomy among postgraduate students.
Methods
A descriptive cross-sectional study was conducted on three consecutive cohorts of anatomy master students. The data collection process employed a semi-structured questionnaire, and the data analysis was carried out using the IBM Statistical Programme for Social Sciences version 24 (SPSS 24).
Results
There was a total of 44 participants who filled out the questionnaire. Among them, 90.9% chose dissection room sessions as the most effective approach for attaining the necessary learning outcomes. Practical dissection was found to be the most successful educational method in terms of stimulating attention (81.1%), offering enjoyment (70.5%), boosting information retention (65.9%), and ensuring satisfaction (59.1%). Of the study participants, 72.7% of the participants hold the belief that the practical dissection test is the most efficient method for evaluating the designated learning goals. The utilisation of multiple-choice questions proved to be highly beneficial in facilitating good comprehension of anatomy and served as the optimal means for evaluating one’s knowledge among 63.6% of the students.
Conclusions
Overall, the majority of students held positive views regarding the efficacy of cadaveric dissections in all their forms for transferring knowledge about anatomy. The most effective evaluation procedures were the utilisation of multiple-choice questions and the implementation of the spotter test.
Details
Supervision;
Group Discussion;
Undergraduate Students;
Embryology;
Seminars;
Graduates;
Questionnaires;
Educational Resources;
Lecture Method;
Teaching Methods;
College Faculty;
Researchers;
Medical Education;
Anatomy;
Theses;
Instructional Effectiveness;
Data Analysis;
Educational Assessment;
Masters Programs;
Research Methodology;
Place of Residence;
Medical Care Evaluation;
Individual Characteristics