Analysis of low attendance rates in medical schools: student perspectives on anatomy lectures.

Abstract

Background: Low attendance rates arise as an essential issue in medical schools since e-learning alternatives offer flexible participation models. This study aimed to examine the personal and environmental factors affecting the participation to lectures by focusing on the attendance habits of second-year medical students in anatomy lectures.

Materials and methods: This study was a cross-sectional questionnaire analysis and was conducted on a sample of 2nd year medical students. Data were collected using a questionnaire that included 23-item Likert-type lecture attendance scale and a question measuring the awareness of attendance requirement. The reliability of the scales was confirmed with Cronbach's alpha (α = 0.852) and construct validity was tested with factor analysis. Data were evaluated with percentages and statistical analyses.

Results: Students who were aware of the attendance requirement stated that they benefited more from the lectures (55.6% vs. 33.4%, p < 0.001) and found the lecture contents more engaging (70.2% vs. 52.0%, p < 0.001). While 66% of the students indicated that the lecture schedules were inconvenient, 61.4% preferred online materials instead of attending face-to-face lectures. In addition, 46.1% of the students reported that the lecture content was not engaging and 38.2% indicated that the lectures were boring.

Conclusions: This study revealed that the factors affecting the attendance in anatomy lectures such as motivation, lecture hours, learning environment and social interaction. Reducing early lectures, adapting online materials to asynchronous learning style and using active learning methods were recommended. Student-centered and inclusive approaches are critical for sustainable success in medical education.