April 2024, Volume 2, Issue 4

Author

Uma SV, Anitha Misquith, Anisha B, Mahesh Chaulagain, Lalita Shrestha and Harish Rangareddy

Abstract

Introduction: Anatomy courses in health science disciplines, including allied health programs, face criticism for being extensive and lacking focus on career-relevant competencies. Objectives: To evaluate allied health students' perceptions of the anatomy syllabus using feedback analysis to identify areas for improvement and align the curriculum with their needs. Methods: A qualitative study gathered feedback from 100 second, third, and fourth-year allied health students through an anonymous questionnaire comprising of eight items, six of which were rated using a five-point Likert scale, while two comprised open-ended questions. By recording the number and percentage of students responding to each item and calculating mean ratings. Results: Over 75% of students find the anatomy syllabus extensive, requiring memorization. About 70% believe it addresses essential competencies, but 60% feel practical aspects receive inadequate emphasis. Half note a lack of clear distinction between anatomy and physiology in textbooks. Conclusion: Tailoring the anatomy syllabus to specific allied health courses is crucial, focusing on appropriateness, conciseness, and well-defined learning outcomes. Students' perceptions highlight the need for a more targeted and simplified approach, aligning the curriculum with practical demands for professional success. Collaborative efforts between educators and students are vital for ongoing refinement and optimization.