Authors : Adit Srivastava, Archana Singh
DOI : 10.18231/j.ijcap.2020.022
Volume : 7
Issue : 1
Year : 2020
Page No : 104-109
Introduction: Student’s feedback is a useful basis for modifying and improving medical education.
Through feedback we can identify areas of strength and weakness of teaching methodology. More emphasis
is being placed on student centred, integrated, and problem based, clinically relevant teaching and learning.
Aims & Objectives: To find out the Perception and Feedback of Medical Students about Anatomy
Teaching, Identify methods used to teach Anatomy, Identify those methods that are demonstrated to
enhance knowledge retention in Anatomy, either short-term or long-term and what factors, other than the
teaching methods, affect long-term knowledge retention in Anatomy.
Materials and Methods: This cross-sectional, descriptive study was conducted in the form of an
anonymous survey in a Medical College of Bareilly, U.P. India. Medical students belonging to the 3rd,
5th and 7th semesters were participating in this study. A questionnaire was circulated amongst them during
college hours. The questions in the questionnaire were based on the course content, methods of teaching,
quality of teaching, teaching tools, mode of assessment of students, and suggestions to improve the quality
of the curriculum in relation to gross anatomy.
Results: In present study 91.75% (total 367 students out of 400) students responded. Most of the students
were satisfied with the coverage of content (41.27%), methods of teaching (44.93%), quality of Teaching
(45.47%), tools used in teaching (39.33%) and mode of assessment (44.16%).
Conclusion: Learning process can be improved by adopting the better teaching methods; latest teaching
tools along with interactive teaching sessions between students and faculty obtained by student’s feedback
for anatomy teaching.
Keywords: Medical education, Teaching methods, Anatomy teaching.