Abstract
Objectives: Teaching gross anatomy to undergraduate students has always been challenging as it lays the foundation for subsequent understanding of clinical teaching. Constant evaluation and re-evaluation, along with updating and remodeling is required 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 can help to achieve appropriate modifications in the course content and teaching methods. Methods: This study was conducted in the form of an anonymous survey. Six hundred medical students from the 2nd to 9th semesters 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. Results: 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. Conclusion: Feedback by students can play an important role in modification, reconstruction and delivery of an effective, integrated gross anatomy course. Student’s feedback in gross anatomy teaching suggests that learning process can be improved if better teaching methods are adopted; latest teaching tools are used along with more interactive teaching sessions between students and faculty. Keywords: gross anatomy teaching; student’s feedback; student’s role
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