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Lecture classes in human anatomy: the students' perceptions.

Maitreyee Kar¹, Hironmoy Roy, Anasuya Ghosh

¹Assistant Professor, Department of Anatomy, North Bengal Medical College , India .

Journal of Clinical and Diagnostic Research : JCDR

|August 2, 2013

Summary

Medical students provided feedback on anatomy lecture classes. Comfortable environments and existing schedules were preferred, leading to curriculum adjustments for improved teaching procedures.

Keywords:

Anatomy lecture class Lecture hall environment Students feedback Undergraduate medical education

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Area of Science:

Medical Education
Human Anatomy Pedagogy

Background:

Human anatomy education is crucial for first-year medical students, covering gross anatomy, histology, embryology, and clinical anatomy.
Current anatomy lecture methods and environments require evaluation for efficacy.
Student feedback is vital for refining the medical curriculum.

Purpose of the Study:

To gather student feedback on anatomy lecture environments, including venue, teaching aids, and scheduling.
To assess departmental practices such as advance routine display and lecture-practical synchronization.
To inform faculty in developing more effective teaching procedures based on student suggestions.

Main Methods:

A semi-structured questionnaire was administered to medical students.
Student perceptions regarding lecture facilities and schedules were collected.

Main Results:

Students favored air-conditioned seminar rooms for comfort.
Existing lecture durations and the use of chalkboards with overhead projectors (OHPs) were supported.
Learner feedback indicated preferences for current teaching methodologies.

Conclusions:

Student perceptions directly influenced modifications in departmental practices.
Learner feedback is instrumental in optimizing anatomy course delivery.
The study highlights the importance of incorporating student input into curriculum development.