Study preferences in anatomy education: a descriptive study including preliminary results

Abstract

Objectives: In anatomical education, there is a lack of consensus about the best or most efficient method used. Additionally, the learning style of students varies, and information related with the medical students’ preferences for learning anatomy is rather limited. Thus, this article aimed to identify the study preferences of medical students in Turkey. Methods: Ninety-seven medical students aged between 19–26 years participated in the study. Participants were asked 16 questions related with the education system and study preferences of anatomy. Nine of the questions were related with the education system of their school in general and in terms of anatomy and seven of the questions were related with their way of studying anatomy, including time spent for studying, preference for a group or individual study, study materials and methods. Results: 88.6% of the respondents indicated that integrated medical education was the education system used in their schools. Systematic anatomy was the main method (93.8%) chosen for anatomy. Plastic models were the most frequent preference for lab studies (90.7%) followed by prosections (58.8%), specimens (30.9%) and cadaver dissections (21.6%). Majority of the respondents preferred studying anatomy alone (86.6%). Furthermore, students stated their preference of study methods as one or more at the same time, and the distribution of these methods were as follows: correlation of structures with relations (53.6%), functions (52.6%), clinical situations (30.9%), memorizing with mnemonics (53.6%) or tables and lists (45.4%), flash cards (7.2%), and regular repetitions (40.2%). Conclusion: Study preferences may lead changes in anatomy curricula in the future.