Undergraduate Anatomy Education: Improving Course Assessment to Reduce Student Stress

Abstract

Anatomy is the foundational and most significant discipline in medical education. It is a field of biology that deals with the structure and organization of living organisms. Along with learning academic skills in the anatomy courses, medical students have the chance to develop their leadership, teamwork, and communication abilities. The majority of medical students experience stress and may even have psychiatric illnesses as a result of their unique medical education. The primary goal of this paper is to contrast the variations in systematic human anatomy educations finer points between China and Canada. Additionally, medical students will be asked to respond to a questionnaire to assess their satisfaction with the educational specifics, stress levels, and recommendations for improvement at their respective institutions. The questionnaire responses were subjected to a meta-analysis in this article using STATA in order to better understand the relationship between student stress and course specifics. The paper concludes by discussing ways to enhance inventive anatomy instruction so that students are more interested in anatomy and experience less stress while learning. These include creating online teaching tools like simulation software or 3D models, broadening the range of tasks, adjusting assessment methods, and extending the duration of anatomy.