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Indian Journal of Clinical Anatomy and Physiology

Evaluation of teaching methods in anatomy : A study on first year medical students

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Research Article

Author Details : Rupal Shastrakar*, Manisha Nakhate

Volume : 6, Issue : 3, Year : 2019

Article Page : 295-298

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Introduction: Anatomy is widely studied subject amongst the medical students. Anatomy has maximum
hours in preclinical subjects to be studied by first year students of medical, dental and physiotherapy as
well as occupational therapy. As anatomy is taught under many headings like gross anatomy, embryology,
histology, osteology, radiology, living and surface anatomy, students spend maximum time in understanding
anatomy. So considering these facts and time constraints teaching – learning methods needs to be updated
and evaluated. So in the present article a study was conducted on I year MBBS students (n =250) and a
questionnaire was given them to answer. In that they were asked to give their preferences to the method of
teaching in every head in anatomy.
Result: Almost 70.4 % students chosen cadaveric dissection as preferred method to study gross anatomy.
Others suggested that it should be assisted by audiovisual aids. Most students preferred 3 D animations and
models to study embryology. For studying histology 59.2 % students preferred slide projection or power
point presentation as method of choice.
Conclusion: Cadaveric dissection remains the choice through years to learn gross anatomy whereas other
heads are to be taught by combination of traditional methods and newer instructional methods. This will
result in medical graduates committed to continuous improvement in skill and knowledge.

Doi : 10.18231/j.ijcap.2019.065

How to cite : Shastrakar R, Nakhate M, Evaluation of teaching methods in anatomy : A study on first year medical students. Indian J Clin Anat Physiol 2019;6(3):295-298

Copyright © 2019 by author(s) and Indian J Clin Anat Physiol. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (