Fareed, F

Abstract Anatomy is fundamental to clinical competence. However, reduced contact hours, limited cadaveric access and difficulties with technological integration raise concerns about students’ preparedness and development. The current study evaluated various practices, student perceptions, challenges, teaching quality and quantity of UK medicine anatomy education. A national cross-sectional survey was distributed to final-year medical students at 40 UK medical schools to assess teaching quality, student satisfaction, confidence and theimpact of emerging technologies and challenges associated with anatomy education. 628 students responded and 55.3% (n=347) preferred a curriculum integrating traditional teaching and emerging technologies,73.3% (n=460) were dissatisfied with teaching quantity and continuity, and 42.7% (n=268) were dissatisfied with teaching breadth and quality. Satisfaction was significantly higher for users of 3D imaging software (Users Mean=3.63 vs. Non-users=3.28;p<0.001,rrb=0.172) and 3D printed simulation models (3.59 vs. 3.23;p<0.001,rrb=0.181), despite familiarity among 32.3% (n=203) and 27.9% (n=175), respectively. 3D imaging software was most recognised (59.2%, n=372), followed by 3D printed simulation models (55.4%,n=348) and VR/AR (32.3%,n=203). Satisfaction was high for continuous teaching across ≥3 years (F(3,624)=24.91,p<0.001) Kruskal-Wallis H test showed significant variation in perceived importance of anatomy across specialties (H(5)=75.99,p<0.0001), with Surgery rating it highest (Median=5.0) and GP/Medicine lower (Median=4.0). Students are dissatisfied with the current curriculum content, structure and provision of anatomy teaching. Emerging technologies could enhance satisfaction, address limitations of cadaveric dissection and extend teaching beyond the classroom. Collaborative efforts among anatomists, clinicians and academics are essential in standardising clinically curricula and sound technological integration (VR/AR/3D models).