English abstract
Human anatomy is an essential component of the medical curricula. Anatomy edu cation has been significantly affected during the COVID-19 pandemic. The aim of this study was
to explore student's perceptions on a blended learning approach using Checklist-based Active
Learning in Anatomy Demonstration Sessions (CALADS) as a method in comparison to the two
previously used methods; namely face-to-face Structured Problem-Related Anatomy Demon strations (SPRAD) and online anatomy learning. A comparative, cross-sectional, survey-based
study was conducted. The survey was composed of 13 questions that explored preference of
learning anatomy in demonstration sessions of 4th year pre-clerkship students who have had
their anatomy learning through face-to-face SPRAD in year 2 (before the COVID-19 pandemic),
online in year 3 (during the COVID-19 pandemic), and CALADS method in year 4. Descriptive
statistics were used, and the level of significance was set at P < 0.05. The survey exhibited
high internal consistency (Cronbach's = 0.953). Validity of the survey was established through
exploratory factor analysis. The preferred method for more than half of the students was the
CALADS method. Face-to-face SPRAD came next and lastly came the online method. How ever, more students preferred the online method in comparison to face-to-face method for
''learning radiological anatomy''. There were no statistically significant differences between
male and female students regarding any of the survey questions. CALADS method, as a hybrid,
student-centered, interactive learning method of learning practical anatomy, was preferred by
pre-clerkship students as a more effective method in understanding anatomy than face-to-face
and online learning methods.
