ArticleAdvances in medical education and practice2022
Clinicians' and Students' Perceptions and Attitudes Regarding the Anatomical Knowledge of Medical Students.
Article in Advances in medical education and practice, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Exploring 3D anatomy: A free online course supporting novice learner inquiry and spatial conceptualization.Anatomical sciences education · 2026Article
- Comparative effectiveness of orthopedic teaching methods in China: a Bayesian network meta-analysis of randomized trials.BMC medical education · 2026Article
- The role of anatomy education in strengthening healthcare in Rwanda.Annals of medicine and surgery (2012) · 2025Review
- Assessing anatomical knowledge and confidence in central venous catheter insertion: a single-center cross-sectional study among physicians in a resource-limited setting.Annals of medicine and surgery (2012) · 2025Article
- Virtual dissection applications in learning human anatomy: international medical students' perspectives.BMC medical education · 2024Article
- Perceptions and Challenges Faced by Undergraduate Medical Students in Studying Anatomy: A Case Study at Kampala International University - Western Campus, Uganda.Advances in medical education and practice · 2023Article
- Perceptions and Attitudes of Jordanian Medical Students on Using 3D Interactive Anatomy Dissection in Teaching and Learning Anatomy.Advances in medical education and practice · 2023Article
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7 authors.
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Abstract
Background: In both the preclinical and clinical sciences, anatomy is considered as the foundation of medical education. Anatomy education serves as a foundation for clinical application and future practice of medicine. Health practitioners and students are interested in the adequacy of anatomical knowledge in clinical years since it has a direct impact on medical education and professional clinical practice. Objective: To examine the opinions and attitudes of medical students and clinicians regarding the preclinical and clinical years' teaching of anatomy and anatomical knowledge to medical students. Methods: Participants in the study, including clinicians and medical students, were required to answer an 8-question, 5-point Likert scale questionnaire to assess their attitudes regarding anatomical knowledge. The maximum score was 40, and the higher the score, the more the positive attitude towards anatomical knowledge. The difference in the mean attitude score between males and females was investigated using the Independent sample Results: A total of 327 clinicians and 423 students participated in the study. Clinicians and students showed moderately high positive attitude towards anatomical knowledge. The mean statements score for clinicians' attitudes was 31.4(±3.4). There was no significant difference between total attitude score means for clinicians and students, p=0.83. Attitude statements attained a significantly higher percentages and were in favor to clinicians in comparison to students, particularly for clinical significance of anatomical knowledge to students in the clinical years, the importance of anatomical knowledge to surgical and non-surgical specialties, and re-teaching special anatomy for students in the clinical years would improve their clinical background. Both clinicians and students expressed low agreement regarding anatomical educational style and quality of study materials. Conclusion: Teaching anatomy to medical students is a continuous process. Therefore, we recommend reforming the anatomy curriculum by vertical integration of anatomy into the clinical rotations, clerkship, and specialist training.
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