Sevda CANBAY DURMAZ, Gunes BOLATLI, Figen KOC DIREK
Dynamic Medical Theories - 2026;2(1):69-75
Aim: Feedback regarding different methods and styles of instruction used in anatomy education is highly valuable for both academics and the advancement of teaching quality. The aim of this study is to evaluate the opinions of first-year medical students who have taken anatomy for the first time, focusing on their perspectives on the course and its instructional methods, their study habits, and the impact of these study approaches on academic achievement. Materials and Methods: The study included 614 first-year medical students who completed the 2023-2024 academic year. Participation was voluntary, and a 25-item questionnaire concerning anatomy education was distributed to the students via Google Forms. Results: According to the evaluated responses, 3.3% of the students reported that they did not enjoy the anatomy course at all. Regarding study habits, 36% of the students reported studying some time before the exam, while 30.8% stated they studied on a weekly basis. More than half of the students (53.1%) preferred studying from lecture notes provided during classes. Attendance rates were 60.4% for practical anatomy sessions and 44% for theoretical sessions. Conclusion: In addition to students' enjoyment of the course, their study habits and timing, as well as the teaching style of the instructor, appear to influence success in anatomy. The increasing availability of educational materials through advancing technology is considered a positive development. However, regular attendance and the integration of clinical knowledge into classroom teaching were found to have a more significant impact on learning outcomes.
