International Journal of Medical Science and Pharmaceutical Research

Background: Anatomy education is of huge importance crucial in medical training, and evaluating students' perceptions of teaching methods, assessment approaches, and resource availability is crucial for improving the quality of education. 

Methodology: This study used a cross-sectional design to gather data from 172 medical students (89 at 200-level -the CCMAS group  and 83 at 400-level- the BMAS group) at a Nigerian University. Structured questionnaire were used to collect data on students' perceptions of anatomy education.

Results: The results show students  from both the CCMAS participants and the BMAS participants   view teaching methods (mean scores4.11 and 3.83) as well as a combination of assessment methods (mean scores 3.82 and 3.95) as effective. Availability of resource/learning materials got a neutral decision from both groups (mean scores3.38 and 3.21 respectively). Additionally, both groups ranked  overcrowded classes and access to cadaver as their top challenges.

Conclusion: While highlighting the importance of practical classes, cadaver access, and  a combination of assessment methods, findings also show that there is no significant difference in the Cohorts percepotions of Anatomy education. The change of Curriculum has not brought about significant change in perceptions yet.

Perception, Anatomy education, Medical students, Curriculum, BMAS, CCMAS.

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