Type of Article:  Original Research

Volume 9; Issue 2.1 (April 2021)

Page No.: 7960-7964

DOI: https://dx.doi.org/10.16965/ijar.2021.117

1st MBBS professional student’s perception on teaching & learning methods of anatomy, before and at the time of COVID-19 pandemic

Upendhar Reddy pulluru *1, Venkateshwar Reddy Muchintala 2.

*1 Assistant professor, Department of Anatomy, S.V.S. Medical College, Mahabubnagar Telangana, India.

2 Professor & HOD of Anatomy, Department of Anatomy, S.V.S. Medical College, Mahabubnagar Telangana, India.

Address for correspondence: Dr. Venkateshwar Reddy Muchinthala, Professor of Anatomy, S.V.S. Medical College, Mahabubnagar, Telangana, India. E-Mail: dryemvee@gmail.com


Objectives: covid-19 pandemic has brought challenges to learn the anatomy subject for the students. Perception & online opinion has been taken from the students of SVS medical college, Mahbubnagar, on teaching and learning methods of anatomy, before and at the time of covid-19 pandemic  

Materials and Methods: students feedback has been collected through google forms – online survey opinion &  Inputs were collected from the 113 MBBS students of the academic year 2019-2020, who had just completed their first year syllabus in both offline and online teaching methods, before lockdown and after lockdown (September-2019 to December-2020). Present study was done by using specially designed questionnaire comprising of points relating to the present curriculum in anatomy & teaching methodology at SVS Medical College, Mahbubnagar.

Results: Students’ point of view, online teaching like streaming (ZOOM MEETING, GOTO MEETING & CISCO WEBEX) was not that effective. The majority of the students opted for the best method for online teaching was recorded video or voice-over PPT’S are the best option than online streaming classes. Finally, the students have opted for Traditional teaching like chalk & talk followed by PPT Presentation. Gross anatomy was mainly learned by the dissections involved by the students and faculty side by side. Histology was mainly learned by spending more time on the microscope & involved in small group teaching. Embryology was mainly understood by small group teaching with the help of 3D models.

Conclusion: The study concluded that the chalk and talk teaching followed by PPT’S, dissection by the students along with the faculty, and spending more time on the microscope with small group teaching were the best methods to approach the anatomy subject.

KEY WORDS: Students perception, Anatomy teaching-learning methods, online and offline, chalk & talk, dissection.


[1]. Graham HJ. Patient confidentiality: implications for teaching in undergraduate medical education. Clin Anat. 2006;19(5):448–55.
[2]. Pangaro LN. A shared professional framework for anatomy and clinical clerkships. Clin Anat. 2006;19(5):419–28.
[3]. Aziz MA, Mckenzie JC, Wilson JS, Cowie RJ, Ayeni SA, Dunn BK. The human cadaver in the age of biomedical informatics. Anat Rec. 2002; 269: 20-
[4]. McLaghlan JC, Bligh J, Bradley P, Searle J. Teaching anatomy without cadavers. Med Educ. 2004; 38: 418-424.
[5]. Gupta S, Gupta AK, Verma M, Kaur A, Singh K. The attitudes and perceptions of medical students towards basic science during their clinical years: A cross-sectional survey. Int J App Basic Med Res. 2014;4:16-19. Kachur EK. Observation during early clinical exposure is an effective instruction tool or a bore. Med Educ. 2003;37:88-89.
[6]. Cahill DR, Dalley AF. A course in gross anatomy notes and comments. Clin Anat 1990;3:227‑36.
[7]. Chopra J, Rani A, Rani A, Deewan R, Srivastava A, Sharma P. Students’ reflections on teaching methodology in anatomy. Asian J Med Sci 2013;5:47‑51.
[8]. Nagar SK, Malukar O, Kubavat D, Prajapati V, Ganatra D, Rathwa A. Students’ perception on anatomy teaching methodologies. Natl J Med Res 2012;2:111‑2.
[9]. Mian A, Khan S. Medical education during pandemics: a UK perspective. BMC Med. 2020;18(1):100.
[10]. Pather N, Blyth P, Chapman JA, et al. Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic. Anat Sci Educ. 2020;13(3):284-300. Rokade SA, Bahetee B H. Shall We Teach Anatomy with Chalk and Board or Power Point Presentations? An Analysis of Indian Student’s Perspectives and Performance. Sch. J. App. Med. Sci. 2013; 1(6):837- 842.
[11]. S K Nagar, Ojaswini Malukar, Dharti Kubavat, Vipul Prajapati, Dimple Ganatra, Ajay Rathwa. Students perception on anatomy teaching methodologies. National journal of medical research. 2012;2(1):111-112.
[12]. Chapman SJ, Hakeem AR, Marangoni G, Prasad KR. Anatomy in medical education: perceptions of undergraduate medical students. Ann Anat. 2013 Oct;195(5):409-14. doi: 10.1016/j.aanat. 2013.
[13]. Kramer B, Soley JT. Medical students perception of problem topics in anatomy. East Afr Med J 2002;79:408 14.
[14]. Al Hayani A, Abd El Aziz G. Evaluation of using the interactive multimedia in teaching anatomy. Banha Med J 2008;1:12 5.
[15]. Jaiswal R, Sathe S, Gajbhiye V, Sathe R. Students perception on methods of anatomy teaching and assessment. Int J Anat Res 2015;3:1103 8.

Cite this article: Upendhar Reddy pulluru, Venkateshwar Reddy Muchintala. 1st MBBS professional student’s perception on teaching & learning methods of anatomy, before and at the time of COVID-19 pandemic. Int J Anat Res 2021;9(2.1):7960-7964. DOI: 10.16965/ijar.2021.117