Abstract:
Medical anatomy, a significant component of the first-year curriculum, must be taught at this time
when students must acclimate to a whole new environment outside of school. At this moment, it is
necessary to address several significant values and behaviours in the students.
Objective: The purpose of this study was to assess the difficulties first-year BDS students
encountered in the key areas of anatomy as well as their opinions of certain suggested approaches to
problem-solving.
Methodology: After obtaining permission from ethical approval committee of the institution, this
research will be carried out on the students who have finished their first Prof exam. All students will
be told not to put their names on the questionnaire to avoid any prejudice. The study will conduct by
providing structured questionnaire via google form to 1st year students irrespective of their
performances in Anatomy throughout the year
Results: Students were asked to select the area of anatomy that they found most challenging to study
in the first questionnaire. The fact that 45 (60%) of students selected gross anatomy indicated that
they had difficulty adjusting to and comprehending the subject. Students in embryology said that they
could not follow the events 38 (50.6%) and 29 (38.7%) that they could not use the charts and models
that were shown to them to apply their theoretical knowledge. , the majority of students 41 (54.6%)
chose liked a mix of structured descriptive questions, short answer questions, and multiple-choice
questions while followed by Mcq’s 14 (18.7%).
Conclusion: The results of this study demonstrate how difficult it is for first-year BDS students to
master anatomy, especially gross anatomy and embryology. To improve their comprehension and
memory of anatomical ideas, students also preferred a mix of evaluation methods, including multiplechoice,
short-answer, and structured descriptive questions
