ArticleBMC medical education2025
Master students' perception and attitude on methods of anatomy teaching and assessment, Khartoum, Sudan 2014-2020.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Medical Student Preferences on the Anatomy of a Practical Exam.Clinical anatomy (New York, N.Y.) · 2026Article
- Medical Students' Perception Toward Various Human Anatomy Teaching Methods in Khartoum, Sudan.Cureus · 2025Article
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Authors and funding
3 authors.
Funding
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Abstract
backgroundMedical education relies heavily on anatomy as a fundamental component. Irrespective of their specific field of expertise, it is undeniably essential for doctors to possess a comprehensive grasp of anatomical principles. Teaching and obtaining knowledge of anatomy are highly important and challenging disciplines for both educators and learners. The aim of this study was to assess the perception and attitude towards the methods used for teaching and assessing anatomy among postgraduate students.
methodsA descriptive cross-sectional study was conducted on three consecutive cohorts of anatomy master students. The data collection process employed a semi-structured questionnaire, and the data analysis was carried out using the IBM Statistical Programme for Social Sciences version 24 (SPSS 24).
resultsThere was a total of 44 participants who filled out the questionnaire. Among them, 90.9% chose dissection room sessions as the most effective approach for attaining the necessary learning outcomes. Practical dissection was found to be the most successful educational method in terms of stimulating attention (81.1%), offering enjoyment (70.5%), boosting information retention (65.9%), and ensuring satisfaction (59.1%). Of the study participants, 72.7% of the participants hold the belief that the practical dissection test is the most efficient method for evaluating the designated learning goals. The utilisation of multiple-choice questions proved to be highly beneficial in facilitating good comprehension of anatomy and served as the optimal means for evaluating one's knowledge among 63.6% of the students.
conclusionsOverall, the majority of students held positive views regarding the efficacy of cadaveric dissections in all their forms for transferring knowledge about anatomy. The most effective evaluation procedures were the utilisation of multiple-choice questions and the implementation of the spotter test.
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