Abstract
Background: Anatomy is one of the core sections of Basic Medical Sciences. Given the central role of anatomy, the development of medical knowledge and reach new horizons in science is not possible without relying on anatomy. Since in the anatomy science, students are familiar with the basic terms of medical language, the anatomy's hard to know and have a negative attitude towards this course. With these conditions, anatomy professors have an important role in providing incentives for medical students. However, sometimes applying tastes and the entry of too much anatomical detail creates conditions that cut the motivation for medical students. Therefore, this article seeks to offer solutions to cut apply tasteless and coordinate the teaching of anatomy to interest and motivate medical students to increase this lesson.
 Keywords: Anatomy, Medical Students.
Highlights
Anatomy is a multidimensional subject in which students learn the body structures, their functions and relationship theoretically
Providing a thorough knowledge of anatomy to medical students prepares them to enter the field of practical lessons
Knowledge of anatomy is of value in clinical trials and clinical practice for medical students
Summary
Anatomy is a multidimensional subject in which students learn the body structures, their functions and relationship theoretically. Research has shown that advanced organizers such as showing the structures before teaching theory has a great impact on students' learning, facilitates learning and increase their interest in this course [1]. Providing a thorough knowledge of anatomy to medical students prepares them to enter the field of practical lessons. There are problems to be investigated and ways of changing the anatomy teaching so that a medical student can learn it better have to be sought for [2]. Knowledge of anatomy is of value in clinical trials and clinical practice for medical students. The method of teaching anatomy as other courses in medicine can influence the learning ability of students to a great extent. Professors and students often criticize about the relationship of detailed basic sciences and clinical courses and students always bring this question that is it necessary to learn the detailed basic sciences for better clinical services? [9]
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