Perceptions of First Year Indian Medical Students towards Different Teaching-learning and Assessment Methods in Human Anatomy: A Cross-sectional Study

2026-04-01

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Skaria, Sajan *

Khushboo Joshi

Aprajita Johri

DOI：10.7860/JCDR/2026/84969.22810

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Introduction: Anatomy is considered a difficult subject with a broad curriculum, and many students encounter difficulty in understanding it effectively. Modern-day learning involves the integration and use of new technologies and resources. Aim: To examine the perceptions of medical students regarding various teaching, learning, and assessment methods. Materials and Methods: This cross-sectional survey was conducted among undergraduate medical students (n=266) of the American International Institute of Medical Sciences, Udaipur, Rajasthan, India, after obtaining ethical clearance. A structured questionnaire consisting of 28 questions encompassing the current teaching, learning, and assessment methods in anatomy was used for the study. The data obtained were analysed and represented as percentages. Results: More than half of the participants, 164 (61.65%), believed that a one-year duration is adequate for proper understanding of the subject. About 82 (30.83%) of the participants felt that classical large-group lectures were the best teaching method. Students appreciated problem-based teaching, small-group demonstrations, and the use of advanced teaching-learning methodologies. A total of 248 (93.23%) of the participants enjoyed teaching at the dissection table. The majority of participants found difficulty in learning embryology 190 (71.43%) and histology 140 (52.63%). They expressed difficulty in comprehending the sequence of events, inability to visualise structures, and inadequate time allocation in embryology, as well as difficulty in identifying structures under the microscope and insufficient lecture and practical time in histology. Participants were satisfied with continuous assessment methods such as weekly assessments and part-ending tests. Conclusion: The survey received a mixed response from the participants. They were satisfied with the existing oneyear anatomy curriculum. Participants appreciated classical chalkboard teaching and cadaveric dissection even in the age of multimedia and artificial intelligence. Problem-Based Learning (PBL) and clinical case discussions as part of Competency-Based Medical Education (CBME) encouraged critical thinking and application of knowledge among the participants. Students expressed anxiety regarding embryology and histology but appreciated continuous assessment strategies, as these aided ongoing learning and improved performance.

Keywords:

Dissection

Medical education

Students' perception

Perceptions of First Year Indian Medical Students towards Different Teaching-learning and Assessment Methods in Human Anatomy: A Cross-sectional Study

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