The Role of Medical Student's Feed Back in Undergraduate Gross Anatomy Teaching

Abstract

Teaching the subject of gross anatomy to undergraduate students has always been challenging as it lays the foundation for the subsequent understanding of clinical teaching. It requires constant evaluation along with updating and remodeling to prepare an appropriate and effective clinical based, integrated gross anatomy curriculum. Feedback obtained from students is an essential tool in the process of evaluation of teaching and learning in any institution. Analysis of feedback from students along with inputs from teachers and reflections of teaching bodies help to achieve appropriate modifications in the course content and teaching methods.This study was conducted in the form of an anonymous survey. Six hundred medical students, belonging to the 3rd to 9th semester participated in this study. A questionnaire was circulated amongst them during college hours. The questions in the questionnaire were based on the course content, methods of teaching, quality of teaching, teaching tools, mode of assessment of students and suggestions to improve the quality of the curriculum in relation to gross anatomy.
 Majority (99%) of the students were willing to participate in the survey and gave their honest opinion. It was noted that though majority of the students liked the subject and the course content, they did not like the methods and tools of teaching. A large number of students (89%) suggested that evaluation should be conducted for each course at the end of the semester.Evaluation and feedback by students can play an important role in modification, reconstruction and delivery of an effective, integrated gross anatomy course.