Comparison of self-efficacy perception of medical and dentistry faculty students towards anatomy course

Anatomy plays a significant role in medical and dental education as it forms the foundation of self-efficacy perception in professional life. Therefore, students need a strong knowledge of anatomy. This descriptive study was conducted to determine and compare the self-efficacy perceptions regarding the anatomy course among second-year medical and dental students who had completed their anatomy education. The study was conducted with 190 students who agreed to participate, including second-year students from the Faculty of Medicine ( n = 129) and the Faculty of Dentistry ( n = 61) at Giresun University. Data were collected using the ‘Student Demographic Characteristics Form’ and the ‘Self-Efficacy Perception Scale for Human Anatomy Course’. The data were analyzed using frequency, percentage, median, minimum, and maximum values. Permission and ethical approval were obtained from the institution where the study was conducted (12.02.2025, no:2025/21). The median total scores on the self-efficacy perception scale for anatomy courses were found to be 82 (36–114) for medical students and 74 (45–100) for dental students, and a statistically significant difference was found when compared ( p < 0.001). When the median scores for the three sub-dimensions of the scale were examined, statistically significant differences were also found between medical and dental students. This study found that the perception of self-efficacy regarding anatomy courses differs between medical and dental students, with medical students exhibiting a higher level of self-efficacy. It was found that the type of faculty attended, attendance in anatomy practical courses, voluntary choice of faculty, and satisfaction with the faculty may influence self-efficacy perceptions; however, gender and attendance in anatomy theoretical courses were found to have no significant effect on self-efficacy perceptions.