- EISSN: 2220-2749
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oa Medical students’ perceptions of anatomy learning tools and institutional challenges at Ibb University, Yemen: Implications for resource-constrained medical education
- Source: Avicenna, Volume 2025, Issue 2, Nov 2025, 15
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- 01 August 2025
- 11 September 2025
- 19 September 2025
Abstract
Background: Anatomy is a cornerstone of medical education, yet delivering effective instruction in resource-limited settings presents significant challenges. This study evaluates medical students’ perceptions of three prominent anatomy learning modalities, including educational videos, three-dimensional (3D) digital atlases, and plastic models, while examining differences in preference by gender and academic year. The study also explores key institutional barriers impacting anatomy education at Ibb University, Yemen.
Methods: A cross-sectional survey was conducted between April and December 2024 involving 171 undergraduate medical students from the first to third years at Ibb University. A rigorously validated 81-item questionnaire, distributed electronically via Google Forms, assessed perceived modality effectiveness, institutional challenges, and curricular preferences. Data analysis included descriptive statistics, chi-square tests for group comparisons, and multivariate logistic regression to identify predictors of learning modality preferences.
Results: Among respondents (58% female, 42% male; mean age, 21.2 ± 1.5 years), 3D digital atlases were most strongly endorsed for improving spatial visualization skills, with agreement decreasing from 88% in first-year year to 71% in third-year students (p = 0.01). Educational videos consistently facilitated conceptual understanding, with positive perceptions ranging from 79% to 72% across academic years (p = 0.21). Plastic models were viewed as less effective by senior students, particularly regarding exam recall (62% in early years vs. 48% in third-year; p = 0.02). Institutional challenges prominently included cadaver unavailability (89%) and insufficient teaching staff (78%), both highly significant (p < 0.001). Students favored blended learning formats (63%) and mixed assessment methods (70%). Logistic regression showed first-year students had over twice the odds of valuing 3D atlases (OR, 2.12 [95% CI, 1.45–3.10]) and were 24% less likely to endorse plastic models (OR, 0.76 [95% CI, 0.62–0.93]) compared to third-year counterparts. Female students had significantly higher odds of reporting laboratory overcrowding than males (OR, 1.37 [95% CI, 1.03–1.82]).
Conclusions: Medical students at Ibb University demonstrate clear preferences for multimodal anatomy learning approaches, shaped by gender and academic progression. Addressing institutional limitations such as resource scarcity and staffing deficiencies, alongside tailoring instructional methods to students’ educational stages, may significantly enhance anatomy education effectiveness in resource-constrained settings.
