Özge Coşkun Sağlam, Özgü Kesmezacar, Fahrettin Fatih Kesmezacar
Cam and Sakura Medical Journal - 2025;5(3):99-108
Objective: This study aimed to compare the educational effectiveness of students who continued their anatomy education remotely with that of students who had taken the same course in person the previous year. Material and Methods: This cross-sectional study included 116 first-year students who took the anatomy course via remote education and 138 second-year students who took the same course in person during the previous academic year. Data collected via an online survey included socio-demographic characteristics, the comprehensibility of the course, participants' understanding of its importance, and problems encountered. Descriptive statistics are presented as numbers and percentages, and the chi-square test is used to compare categorical variables. Results: Although the course was taught using the same syllabus, presentation materials, and instructor, the perceived difficulty was 59.4% in the in-person education group and 82.8% in the remote education group (p<0.05). It was determined that 37.1% of students in remote education lacked a personal device (computer or tablet) to access education, 19.8% experienced internet connection problems, and 12.1% lacked a suitable working environment. Conclusion: Remote education complicates learning in applied courses such as anatomy. The absence of in-person interaction reduced participation, diminished course effectiveness, and hindered the development of professional identity. Infrastructural deficiencies and technological inequalities were also identified as significant barriers. These findings can guide the development of sustainable and inclusive remote education policies.
