An Assessment of Student's Perception of Learning Anatomy and Virtual Tools among Bangladeshi Medical Undergraduates

Abstract

Introduction: The rapid advancement of virtual tools in medical education has led to a debate on the most effective methods for teaching anatomy to medical students. This study aimed to assess the perceptions of first-year medical students in Bangladesh regarding traditional cadaveric and modern virtual methods in anatomy education. Methods: This cross-sectional descriptive and analytical study was conducted among 110 first-year medical students from two medical colleges in Dhaka, Bangladesh. A pre-tested, open-ended questionnaire was administered to collect data on demographic characteristics, student preferences in anatomy learning, and their level of agreement on the use of traditional and virtual methods. Non-parametric statistical tests were performed to evaluate score differences between teaching methods. Result: The study revealed a strong preference for a blended approach, integrating both cadaveric and virtual methods. Cadaveric methods were predominantly favored for tasks requiring a deep understanding of anatomical structures (76.36%), while virtual methods were preferred for understanding the anatomical basis of functional consequences (60.91%). A significant number of students strongly agreed that cadaveric dissection is vital in anatomy learning (29.09%). Conclusion: The study suggests that both traditional cadaveric and modern virtual methods have unique strengths and weaknesses in anatomy education. A blended approach, integrating both methods, could offer the most comprehensive learning experience for students. The findings have implications for curriculum designers, educators, and policymakers in medical education.