It is necessary for core knowledge of anatomy to be assimilated by all doctors in order to practice, but if it can improve their understanding of what they do and why they do it, this surely has to be of benefit for both the safety of the patient and satisfaction of the doctor as a professional. This intervention aimed to study whether problem-based learning (PBL) as an educational strategy can help in improving the quality of gross anatomy teaching and the attitude of students toward the learning method in India.

The study sample included 100 students who were assigned to 10 groups (10 students in each group). Each PBL tutorial was conducted over three sessions. Pre- and post-tutorial tests were conducted. Data collection was done by a questionnaire survey to examine the students' learning attitudes and perceptions toward this platform as a possible learning tool. The obtained data were compared, and the main themes were determined.

We found out the satisfaction of students with this learning method and the students' interest and ability for improvement after this teaching method. Also, the problems and obstacles the students faced in this learning mode were highlighted.

The study clearly pointed out that PBL benefits a lot of students in the study of gross anatomy despite the existing problems. In future, we should implement PBL combined with the characteristics of traditional anatomy teaching.

Sharma P, Sachdeva K. Students' Perceptions to Introduction of Problem-based Learning Modules in Anatomy. Curr Trends Diagn Treat 2017;1(1):42-45.