INTRODUCTION H uman anatomy is the science of structure and function of the 1 body. It is one of the subjects which are taught in the foundation years 2 of medical school. The subject is extensive as it is subdivided into gross anatomy which includes systemic (study organized by organ systems), regional (study based on regions and dealing with structural relationships among the parts of the body) and clinical anatomy (practical application of anatomical knowledge to solution of clinical 3 problems) along with neuroanatomy. Histology which is the science of tissues and elucidates the relationship between 4 microscopic structure and function and embryology which deals with the formation and early development, of an individual organism from fertilization of 5 the egg (ovum) till birth. Undergraduate medical students of first two years of medical college study anatomy. This study mainly focuses on Bachelor of Medicine, Bachelor of Surgery (MBBS) students as they cover all the subdivisions of anatomy which is then applied on human subjects in clinical practice. Mostly, students in the beginning of their foundation year, face these difficulties as they are new to the course and type of study. Transition from high school to a professional college brings about a change in study pattern and methods, which students find difficult to manage. So, it is inevitable that the students do face 2 problems in studies. Anatomy is one of the first subjects to be taught to students of all medical fields. Its subdivision into general anatomy, gross anatomy, embryology, histology and neuroanatomy makes it lengthy and difficult for students to produce as they have to cover all the aspects for better understanding of the subject. Different learning methods are available in every institution and latest techniques are also adapted depending on the applicability and resources available in a particular institution. These include lectures, demonstrations, illustrations, videos, small group discussions, dissection, and lab work. It also includes models which accurately demonstrate the structure to be studied. Radiographs are also used as 6 and when required. In embryology where 4-D models and animations are required, due to limited resources they are unavailable in most of the institutions which makes comprehension difficult. In histology, light microscopy is provided for teaching along with prepared slides. The learning challenges faced in a particular subject not only depend on the subject and its understanding, but on the educational background of the student as well. In Pakistan, the national language is Urdu and it is used as a medium of learning and teaching in majority of the government schools as well and schools in rural areas. English is mostly taught as a subject and not as a ORIGINAL ARTICLE THIS ARTICLE MAY BE CITED AS: Qamar K, Bashir S, Khalid R, Abaid M, Rehana Khadim R. Reasons for difficult topics in anatomy and their solutions as per undergraduate medical students. Khyber Med Univ J 2021;13(3):161-5. https://doi.org/10.35845/kmuj.2021.21177. ABSTRACT OBJECTIVE: To identify the topics difficult to understand in learning Anatomy and to investigate the reasons of difficulty and their possible solutions. METHODS: This descriptive observational study was conducted at Army Medical College, Rawalpindi, Pakistan from April to November 2019. Open ended and validated questionnaires were filled by 205 undergraduate medical students at the end of their academic year to ensure that complete course of anatomy including gross anatomy, histology and embryology were covered by students. Students were asked to specify the problem area, the subtopics, give the reasons for topics being difficult and mention possible solutions they think will help them in better understanding of these difficult areas. The problems having 5 or less number of responses were not included in the analysis. RESULTS: Embryology, histology & neuroanatomy were perceived as the most difficult areas by 89%, 62% & 61% of students respectively. Constraint of time (41% for gross anatomy & 26% for embryology), high difficulty level (35% for embryology & 29% for gross anatomy) and difficulty in differentiation of slides (34% for histology) were the main reasons for problems in understanding the topics. Use of more 3-D aids (61%) & revision classes along with written tests (39%) were commonest possible solutions for perceived difficulties by students. CONCLUSION: Embryology has been perceived as the most difficult topic of anatomy by the students of second year MBBS followed by gross anatomy and Histology. Time constrain was suggested as main reason and Use of 3-D aids as main solution for difficulties. KEY WORDS: Anatomy (MeSH); Embryology (MeSH); Gross Anatomy (MeSH); Histology (MeSH); Medical Students (MeSH); Neuroanatomy (MeSH); Difficult Topics (Non-MeSH). 1: Department of Anatomy, Army Medical College, Rawalpindi, Pakistan Contact # +92-334-5538381 Email : dr.rehana.butt@gmail.com Date Submitted: December 27, 2020 Date Revised: September 27, 2021 Date Accepted: September 28, 2021 1 1 1 1 1 Khadija Qamar , Sumyyia Bashir , Rabya Khalid , Mehwish Abaid , Rehana Khadim 161 KMUJ 2021, Vol. 13 No.3 REASONS FOR DIFFICULT TOPICS IN ANATOMY AND THEIR SOLUTIONS AS PER UNDERGRADUATE MEDICAL STUDENTS https://doi.org/10.35845/kmuj.2021.21177