CURRENT CHALLENGES AND INNOVATIVE APPROACHES IN TEACHING HUMAN ANATOMY: A STUDY AT CENTRAL ASIAN MEDICAL UNIVERSITY

Аннотация

Human anatomy remains a fundamental component of medical education. Despite its importance, the subject continues to face substantial pedagogical challenges. These include overreliance on traditional didactic lectures, inadequate integration of clinical relevance, and limited use of modern technological tools. This study, conducted at Central Asian Medical University, aimed to explore these challenges and evaluate the efficacy of integrative and technologically enhanced teaching methods. By analyzing student feedback and academic performance, the study found a significant preference and improved outcomes in modules employing active learning and digital tools such as 3D anatomy applications and virtual dissection platforms. The findings underscore theurgent need for curricularreform and investment in educational innovations. Keywords: Anatomy education, medical pedagogy, active learning, 3D visualization, virtual dissection, curriculum reform, medical students. Relevance: The role of anatomy education in forming a solid foundation for clinical practice cannot be overstated. However, conventional teaching methods are increasingly inadequate for contemporary students who are digital natives with evolving learning preferences. In many developing countries, including those in Central Asia, anatomy education often suffers from outdated resources, limited faculty training in modern pedagogical techniques, and a lack of technological integration. As such, identifying and addressing these issues is essential for producing competent and confident future healthcare providers. This research provides critical insights into the local context at Central Asian Medical University, contributing to the global discourse on reforming anatomical education. Objective: The main objective of this study was to assess the current methods of teaching human anatomy at Central Asian Medical University, identify key challenges faced by both students and educators, and evaluate the impact of integrating innovative teaching strategies, particularly those utilizingdigital technologies and activelearning principles. Materials and Methods: This mixed-method study was conducted during the 2024–2025 academic year and involved 120 third-year medical students enrolled in the human anatomy course. Quantitative data were collected through structured questionnaires using a five-point Likert scale, focusing on students' perceptions of teaching effectiveness, engagement, and understanding. Qualitative data were obtained through open-ended survey questions and focus group discussions with both students and faculty. In addition, student academic performance was compared across traditional lecture-based modules and those that incorporated interactive components such as case- based learning, 3D models, and virtual dissections using tools like the Anatomage Table and CompleteAnatomy software. Statistical analysis was performed using SPSSVersion 25.