Improving Anatomy Learning by Rethinking the Sequence of Instruction

Abstract

Anatomy learning is the foundational training in developing learners’ clinical competencies and has always been associated with significant challenges in the sequence of theoretical knowledge and practical skill instruction. In this context, an intervention study investigating the effect of changing the sequence of theoretical and practical topics in anatomy lessons on medical students’ learning performance concluded that students’ academic performance in the simultaneous theoretical and practical instruction model is significantly higher than in other methods. In transforming this issue into a policy solution, four options, including the priority of theoretical over practical instruction, the priority of practical over theoretical instruction, simultaneous theoretical and practical instruction, and multi-layered instruction (practical-theoretical-practical), were designed and proposed to decision-makers in the medical education system. Analysis of these options, taking into account key stakeholders such as faculty, students and administrators, as well as implementation considerations such as resource requirements, learning space and attitude change, showed that the “synchronous learning” option, although more difficult to coordinate and implement, has a major policy priority due to its evidence-based support for improving learning. However, the effectiveness of this approach requires investment in the development of integrated educational infrastructure, the empowerment of faculty in the use of new teaching methods and the strengthening of a culture of teamwork in educational environments. This policy brief emphasizes that improving the quality of anatomy education requires group communication that presents knowledge and skills in a dynamic and simultaneous interaction and its effectiveness can be achieved by facilitating the implementation of integrated models by policymakers and planners. © 2026, Isfahan University of Medical Sciences(IUMS). All rights reserved.