Objective: Curriculum development in medical education should be a methodical and scholarly, yet practical process that addresses the needs of future clinicians, trainees in surgery in general and Anatomy in particular. Continuous developments in undergraduate preclinical medical education in the Kingdom of Saudi Arabia have produced advancement in the content and delivery of basic medical sciences including human anatomy. Keeping in view the significance of curriculum development of Anatomy, the aim of this study was to find out the gravity of Anatomy teaching and students’ feedback at the end of their preclinical course about the content of anatomy and its relation with understanding the function of the body both in health and diseases. Methodology: This study was conducted in the Department of Anatomy, College of Medicine, King Khalid University Hospital, King Saud University, Riyadh, Saudi Arabia during the period 2004-2005. A detailed questionnaire was distributed to the medical students at the end of their anatomy course and they were asked to tick the appropriate box to give their opinion regarding course of anatomy taught to them region wise. Results: The present study result shows that limbs and extremities (51%); histology (49%) and embryology (45%) were taught in too much detail. However, thorax (76%); abdomen (71%); headache & neck (63%); brain (57%) and pelvis and perineum (54%) were taught adequately. Furthermore, vertebral column (45%); applied anatomy (41%) and skin and connective tissue (28%) were taught less adequately. Conclusion: It is concluded that 50% students felt that the contents of anatomy were taught adequately. However, 28(27.90%) were taught too long and 21(21.54%) students replied that they were less adequately taught. Keeping in view of the above facts, the results have a message that King Saud University should start practice, innovate the anatomy curriculum regularly to produce better future clinicians who can compete at international levels.
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