Sarwar, Mohammad Sohaib

ABSTRACT Undergraduate anatomy teaching in the UK has been progressively compressed, with reduced contact time and variable integration across medical programs. We examined final‐year medical students' perceptions of anatomy teaching, focusing on total contact hours, longitudinal continuity, and exposure to traditional and emerging teaching modalities. A national cross‐sectional survey was distributed to final‐year students across 40 UK medical schools between December 2024 and February 2025. Satisfaction with anatomy teaching, perceived importance of anatomy for future practice, contact hours, continuity across program years, and exposure to specific teaching modalities and technologies were assessed. Comparative analyses used non‐parametric tests and ANOVA with post hoc testing where appropriate. 628 students responded. Dissatisfaction was greatest for teaching quantity and continuity, whereas breadth, depth, and quality were rated more favourably. Students receiving more than 200 h of anatomy teaching reported significantly higher satisfaction than those receiving fewer than 200 h ( p < 0.001). Satisfaction also varied by continuity pattern, with teaching delivered continuously over three or more years associated with higher satisfaction than shorter or non‐continuous models ( p < 0.01). Cadaveric dissection was the most preferred modality, but higher satisfaction was associated with exposure to selected adjuncts, particularly 3D imaging software and 3D printed models (both p < 0.001); VR/AR showed no significant association. Perceived importance of anatomy differed by intended specialty, with students interested in surgery rating anatomy as most important ( p < 0.0001). Student dissatisfaction with UK undergraduate anatomy teaching appears to stem less from content coverage than from insufficient teaching time and poor longitudinal integration. Anatomy should be protected as a multi‐year component of the curriculum, complemented by selectively integrated adjunctive tools rather than indiscriminate technology adoption.

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&lt;0.001,rrb=0.172) and 3D printed simulation models (3.59 vs. 3.23;p&lt;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&lt;0.001) Kruskal-Wallis H test showed significant variation in perceived importance of anatomy across specialties (H(5)=75.99,p&lt;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).

Background Burnout arises from prolonged, unresolved work-related stress and adversely affects professional performance and overall well-being. Resident doctors and medical students are particularly vulnerable because of the demands of balancing clinical, academic and related responsibilities. Aims This study aimed to assess self-reported burnout and related stressors among UK resident doctors and medical students, and estimate the economic impact of burnout-related absenteeism among resident doctors. Method Self-report questionnaires assessing burnout and related stressors were distributed to UK resident doctors and medical students. A total of 2793 responses were received: 1439 (51.5%) from resident doctors and 1354 (48.5%) from medical students. Economic losses from absenteeism were calculated with a human capital approach. Results Burnout was reported by 70% ( n = 1008) of resident doctors and 65.7% ( n = 889) of medical students. Notably, 56.8% ( n = 573) and 79.3% ( n = 705) of resident doctors and medical students affected by burnout, respectively, were unaware of available support services. Relocation stress (85.1% of residents and 62.6% of students), financial stress (53.9% of residents and 57.8% of students) and poor work–life balance (32.1% of residents and 20.7% of students) were commonly reported. The annual economic burden of absenteeism related to burnout among resident doctors was estimated to reach £251.5 million. Conclusions Burnout among UK resident doctors and medical students may reflect a combination of underlying factors, including financial strain, relocation stress and difficulties with work–life balance. These findings underscore the need for targeted interventions that support well-being and address financial and relocation challenges, which may, in turn, help prevent burnout and improve retention within the medical workforce. Reducing burnout and associated stressors may also help lessen its economic impact, allowing resources to be redirected towards patient care.

Abstract Introduction The new preference-informed allocation (PIA) system introduced for the 2024 UK cohort Foundation Programme (UKFPO) marks a shift away from the traditional meritocratic ‘ranking’ used in previous years. Instead of appointment to Foundation Programme places, PIA is a computer-generated allocation and deanery preferencing system. This change has raised numerous concerns among both students and clinicians. Aims To investigate the opinions of medical students on the new UKFPO PIA system. Methodology An online questionnaire was distributed to medical students graduating in 2024, 2025, or 2026 across the UK. Results In total, 2297 responses were collected and 2288 were included in the study. Overall, 51.6% (n = 1183) of respondents felt the PIA system was unfair, 76.3% (n = 1746) felt they had lost control of their application, and 46.3% (n = 1049) had noticed a negative effect on their physical or mental health. Notably, 48.2% (n = 1094) of students who responded are now considering a career outside the National Health Service (NHS). Conclusions Overall, the PIA system falls short of students’ expectations and has led to record numbers of students considering careers outside the NHS. Further changes to this system are needed and should aim to address fairness and equity while rewarding students for their hard work. According to these data, the PIA system risks further deteriorating workforce morale and attrition rates.