Abstract
BACKGROUND: Proficiency in anatomy is of great importance for healthcare professionals and medical students alike, as it facilitates a comprehensive understanding of the structure and function of the human body. Despite the obvious significance, medical students have often felt challenged in studying anatomy. PURPOSE: The studyassessed the perceptions and challenges faced by undergraduate medical students in studying anatomy at Kampala International University - Western Campus (KIU-WC) in Uganda. MATERIALS AND METHODS: Employing a quantitative cross-sectional descriptive design, the study involved the administration of a standardized questionnaire to a cohort of 525 first- and second-year medical students. The questionnaire encompassed sections on student perceptions and challenges faced in studying anatomy. RESULTS: The findings revealed that the majority of respondents 473/525 (90%) held positive perceptions of anatomy recognizing its importance in diagnosis, understanding the human body, medical terminology acquisition, and clinical preparation. While age (OR = 1.03, 95% CI: 0.54 - 1.97, p=0.93) and gender (OR = 0.51, 95% CI: 0.32 - 0.87, p=0.93) did not significantly impact student perceptions, positive perceptions were observed across different religious affiliations and nationalities, suggesting the universal recognition of anatomy's importance. The commonest challenges were a limited time for revision before their mid-semester and end-of-semester examination 383/525 (73.0%), information overload 374/525 (71.2%) and a lack of suitable equipment and poor internet connection for assessing online resources 352/525 (67.1%). CONCLUSION: In conclusion, respondents with positive perceptions dominated with higher percentages among all ages, genders, nationalities, and religions; the commonest challenges included a limited time for revisions before their mid-semester and end-of-semester examinations, information overload, a lack of suitable equipment and poor internet connection for assessing online resources.