Abstract
Considerable attention must be paid to the anatomy course as an important fundamental base for medical undergraduate students. Continuous evaluation of the teaching outcomes can positively affect the education process. Comparative study has been proposed to achieve the continues assessment for recognizing the superior method in anatomy infor- mation retention and recall during the anatomy practical classes. Prosected plastinated method was used in relation to other modern and classical anatomy teaching methods, in the same time recording the level of satisfaction and efficiency of the superior method by the student's opinions. 240 students were distributed as two equal groups according to the topic to be taught (A & B): (muscles of the upper limb for group A, posterior abdominal wall for group B), Each topic was explained by the same teacher for both groups. Further, both groups were sub divided into six subgroups (A1, A2, A3) & (B1, B2, B3), 40 stu- dents for each, according to the method using plastinated cadavers, plastic models, atlas images, respectively. This was followed by ten minutes arrowed unlabelled diagram quiz, and questionnaire covering the satisfaction and efficiency for the superior method accord- ing to the scores. Quantitative data from the questionnaires and the quizzes scores were analyzed using descriptive statistics for comparisons of answers and results between groups and One Way ANOVA test to evaluate the difference and variability of the meth- ods used. In a good rate of satisfaction response, the higher scores for the subgroups (A1 & B1) who were subjected to plastinated cadavers. The students gained the excellent marks, were 42.5% for group A1, 27.5% A2, 15% A3. while B1, B2 and B3 were 62.5%, 32.5% and 27% respectively. The present study considers the prosected plastinated ca- davers to be a superior teaching method. While cadaveric as a classical method, achieves a considerable amount of satisfaction and efficiency, other tools such as plastic models and images on data show, can be considered as a supportive rather than a replacement teaching method. KEYWORDS: Anatomy, Practical Class, Plasinated Cadavers, Medical Students, Questionnaire.