Evaluating clinical medical students’ perceptions of preclinical anatomy education at Universiti Putra Malaysia: insights and implications for curriculum enhancement

Mastery of anatomy is crucial for medical students throughout their preclinical and clinical training. In Malaysian universities, anatomy is incorporated into the first two years of preclinical medical education. However, concerns have emerged about the adequacy of anatomical knowledge among clinical students at Universiti Putra Malaysia (UPM). This study examines clinical medical students' perceptions of their anatomy curriculum. A cross-sectional study was conducted with 279 clinical medical students at UPM, employing a universal sampling method. Data were collected through a self-administered online questionnaire, divided into four sections: sociodemographic characteristics, adequacy of anatomy teaching coverage, perceptions of teaching methods, and perceptions of anatomy assessments. The questionnaire's reliability was confirmed using Cronbach's alpha. Data analysis utilised descriptive statistics, ANOVA, Chi-square tests, and multiple linear regression. With a response rate of 69.88%, 116 completed questionnaires were analysed. Normality tests indicated non-normal distribution for teaching coverage adequacy and anatomy assessment data. Descriptive analysis revealed that most students perceived adequate teaching coverage in most systems but noted deficiencies in musculoskeletal and clinical correlation classes. Practical sessions were preferred for learning and retaining anatomy knowledge, while early clinical exposure was deemed less beneficial. Multiple regression analyses revealed no significant differences in perceptions across sociodemographic factors. The current anatomy curriculum at UPM is generally well-received by clinical medical students, with practical sessions particularly effective. These findings suggest that strengthening practical-based anatomy sessions and aligning teaching with student preferences could improve learning outcomes and curriculum effectiveness.

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