Anatomy & Surgery: A love hate relationship


  • Haadia Ali Final year MBBS Student, Lahore Medical & Dental College, Lahore, Pakistan
  • Sophia Shahid 3rd year MBBS Student, Fatima Jinnah Medical University, Lahore, Pakistan
  • Javeria Noor Postgraduate Trainee, Department of Anatomy, University of Health Sciences, Lahore, Pakistan
  • Bahadur Baloch Assistant Professor, Department of Anatomy, Fatima Memorial Medical & Dental College, Lahore, Pakistan



Introduction: Anatomy is still taught in medical schools as a basis for studying pathophysiology and surgery. Lack of integration of basic and clinical disciplines reduced teaching hours, and poor teaching methodologies have a significant effect on anatomical knowledge and medical education standards.

Objectives: To evaluate the perspectives of undergraduate students of MBBS, fresh MBBS graduates, teaching faculty of anatomy, and consultants on the importance and reconstruction of the anatomy curriculum.

Materials & Methods: A total of 600 subjects participated in this cross-sectional study. A feedback form was used to collect data regarding time allocation, clinical relevance, integration, and clear viewpoints in basic histology, embryology, and gross anatomy. The form included free text, binomial, and 5-point Likert scale replies.

Results: Analysis of the results revealed that all stakeholders universally preferred integrated anatomy teaching throughout the academic years of medical school instead of demanding block during the early two years. According to the study, students experienced inadequacies in their anatomical knowledge when they started their clinical training.

Conclusion: This study contributes further to the ongoing discussions in anatomical sciences education by revealing that new doctors believe that anatomical instruction should be prioritized regardless of their career goals.




How to Cite

Ali H, Shahid S, Noor J, Baloch B. Anatomy & Surgery: A love hate relationship. J Shalamar Med Dent Coll [Internet]. 2022 Jun. 30 [cited 2024 Apr. 24];3(1):20-5. Available from:



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