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Year :2026
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Month :
July-August
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Volume :
15
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Issue :
4
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Page :
AO01 - AO04
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Perceptions of Gen Z Medical Students on Interactive Teaching Methods in Gross Anatomy: A Cross-sectional Study
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Correspondence Address :
Saminathan Suganya, Govindarajan Amudha, Merlin Veronika,
Saminathan Suganya,
Associate Professor, Department of Anatomy, PSG Medical College, Off, Avinashi
Road, Peelamedu, Coimbatore-641004, Tamil Nadu, India.
E-mail: suganss02@gmail.com
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Introduction: Introduction: Anatomy remains a cornerstone of medical education, yet its vast volume often leads to poor long-term retention. As the current curriculum moves toward student-centric models, understanding how Gen Z (Generation Z roughly born between 1997-2012) learners perceive various interactive teaching methods beyond traditional didactic lectures is essential for curricular optimisation.
Aim: To compare the perceived efficacy of Interactive Lectures (IL), Self-Directed Learning (SDL), and Peer Discussion (PD) in fostering understanding of concepts and retention of gross Anatomy among medical undergraduates.
Materials and Methods: The present cross-sectional survey was conducted at PSG Institute of Medical Sciences and Research, Coimbatore, Tamil Nadu, India, from January to May 2025. Data from 309 students were collected via a 5-point Likert scale instrument. The data were analysed using Kruskal-Wallis H tests for inter-method comparison followed by Dunn-Bonferroni post-hoc test analysis (Statistical Package for Social Sciences (SPSS) v.20).
Results: Data were collected from 309 students (Phase I: n=196; Phase II: n=113) comprising 151 males (48.9%) and 158 females (51.1%), with a mean age of 18.9±0.9 years. PD emerged as the superior method for both long-term retention (4.72±0.45) and exam-day recollection (4.68±0.47). In contrast, SDL was rated significantly lower, particularly regarding topic retention (2.72±1.08; p<0.001).
Conclusion: Peer-led environments and IL outperformed unstructured SDL. The marked dissatisfaction with SDL suggests that, without formal training or structured faculty-led facilitation, independent learning may be counterproductive in a high-volume subject like anatomy.
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