Medical students’ experience towards learning anatomy and relations to the anatomy learning environment during the preclinical phase of the MBBS program in Sri Lanka : Preliminary study in General Sir John Kotelawala Defense University, Faculty of Medicine

Objective: To explore the anatomy learning experiences of medical students in Sri Lanka by assessing their learning approaches, the impact of the anatomy learning environment, the role of cadaveric dissection and modern technological tools, the challenges they face in learning anatomy, and the perceived relevance of anatomical knowledge to clinical practice.
Material and Methods: A descriptive cross-sectional study was conducted among KDU medical students and recent graduates using the Anatomy Learning Experience (ALE) tool, a validated 39-item questionnaire. Convenience sampling was applied, and responses were collected via Google Forms. Data were analyzed using SPSS v27. Ethical clearance was obtained from KDU, and confidentiality was maintained.
Results: Most students preferred clinician-led teaching and online tools. Deep learning was dominant (87%), with minimal surface approach use. Cadaveric learning was valued, but clinical application confidence was moderate. Academic year, cadaver experience, and resource use significantly predicted clinical application perceptions. Significant differences emerged across ALE clusters by learning approach, academic year, and anatomy performance, highlighting the importance of active, contextual learning.
Conclusion: Interactive teaching, deep learning, and clinical integration enhance anatomy education. This validated framework informs national reforms, aiming to standardize and improve anatomical competency across Sri Lankan medical faculties.