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Öz

Aim: In dental faculties, Anatomy is taught as a basic science course in the first year of the education program. The effective delivery of this course plays a critical role in equipping students with fundamental anatomical knowledge and preparing them for professional practice. The purpose of this study is to gather feedback from dental students regarding the anatomy curriculum and teaching methods.
Material and Method: This study was conducted with the participation of students enrolled in Dental Faculties during the 2021-2022 academic year. A total of 499 students from 29 different universities who had completed at least one term of anatomy education participated. The survey consisted of 20 questions covering topics such as the role of anatomy education in dental practice, anatomy learning models, the anatomy curriculum, and its relevance to professional requirements."
Results: 63.8% of students reported feeling like doctors when they began their anatomy education, while 75.4% stated that becoming a doctor is impossible without anatomy education. 94% of students found that working on models during practical classes made it easier to understand theoretical anatomy lessons, and 92.5% found that working with 3D programs facilitated understanding of the theoretical lessons. 65.8% of students believed that the anatomy curriculum in dental education should focus solely on head and neck anatomy. Upon transitioning to professional practice, 61.8% of students stated knowing the anatomy of the entire body was unnecessary, yet 53.1% believed they would apply their anatomy knowledge in their careers.
Conclusion: Evaluating dental students' attitudes toward anatomy courses and their learning experiences is important in understanding how they approach a fundamental area of knowledge critical for their profession. We believe that this study may be useful in curriculum planning and the development of teaching methods.