Evaluating Anatomy Teaching–learning Methods: Evidence-based Insights from an Institute of National Importance

Abstract Introduction: Anatomy education is essential for clinical competence, impacting diagnostic accuracy, decision-making, and surgical outcomes. Despite curriculum reforms and technological advancements, variability in teaching methods and reduced instructional hours have raised concerns about preparedness for modern medical practice. This study evaluates 2 nd -year medical students’ perspectives on the efficacy of various anatomy teaching methods in achieving educational objectives. Methodology: The cross-sectional study was conducted at All India Institute of Medical Sciences, Kalyani over 6 months. A validated matrix grid questionnaire of anatomy teaching methods was used. Students rated their effectiveness across 12 learning outcomes using a five-point Likert scale. Data were collected anonymously from 68 2 nd -year MBBS students and analyzed on an Excel sheet to derive descriptive statistical data. Results: Dissection emerged as the preferred method for imparting anatomical information, three-dimensional appreciation, and teamwork development, while prosection was valued for clinical context and structure-pathology relations. Computer-assisted learning and models excelled in medical vocabulary and visual understanding. Living anatomy demonstrated strong clinical relevance. Didactic teaching is least effective for hands-on outcomes despite its utility for foundational knowledge. Students favored a multimodal curriculum. Conclusion: Aligning teaching with assessment formats and adopting a multimodal approach can address diverse learning objectives effectively.