Challenges in Learning Anatomy and Preference of Assessment Methods among CBME Phase I Students in a Medical Collage in Andhra Pradesh

Abstract

Introduction: The study of anatomy presents notable challenges for medical students, particularly within the frameworkof Competency-Based Medical Education (CBME). This approach emphasizes integrated learning and competencydevelopment, complicating traditional anatomy teaching. Students often struggle with content complexity and the application of knowledge in clinical settings. This study investigates the difficulties encountered by Phase I CBME students in anatomy and their preferences for teaching and assessment methods.

Methods: A cross-sectional study was conducted with 150 Phase I MBBS students at Konaseema Institute of Medical Sciences, Andhra Pradesh. Data were collected using a structured questionnaire administered via Google Forms. Thequestionnaire explored challenges in learning anatomy and preferences for teaching and assessment methods. Statistical analysis was performed using SPSS software version 20.

Results and Discussion: Among participants, 53.3% identified embryology as the most challenging subdivision of anatomy, followed by gross anatomy (31.3%). Key challenges included difficulty recalling content and correlating theoretical knowledge with practical applications. Regarding assessment, 57.3% preferred structured descriptive questions for theory and 56.3% supported spotters with specimen discussions for practical evaluations. Students highlighted the needfor increased use of audiovisual aids, frequent revisions, and teaching that integrates clinical relevance. The findings emphasize the importance of tailored approaches to address learning difficulties and improve student engagement in anatomy education.

Conclusion: Anatomy education under the CBME framework necessitates innovative strategies to address student challenges. Implementing integrated teaching methods, leveraging technology, and refining assessment practices can enhance comprehension and retention. This study provides insights to optimize anatomy education, ensuring alignment with CBME goals and better preparing students for clinical roles.

Keywords: education, Competency-Based Medical Education, learning challenges, assessment preferences, teaching methods,