Bridging the Expectation-Reality Gap in Anatomy Education Among Undergraduate Anatomy Students at Al-Hikmah University

Anatomy is a core component of health sciences education, yet it remains challenging, particularly in resourceconstrained settings. This study examined the relationship between students’ perceptions, expectations, and learning challenges among undergraduate anatomy students at Al-Hikmah University, Ilorin, Nigeria. A crosssectional design was employed, involving 140 students across 200–400 levels. Data were collected using a structured questionnaire and analyzed with descriptive statistics, correlation, and multiple linear regression. Students demonstrated high perception scores (mean = 32.66 ± 6.23), reflecting strong recognition of anatomy’s relevance to clinical practice and professional development. Despite this, moderate learning challenges were reported (mean = 24.48 ± 5.57), driven mainly by content overload, memorization burden, overcrowded practical sessions, and limited access to learning resources. A significant positive correlation was found between perception and challenge scores (r = 0.500, p < 0.001), indicating that higher appreciation of anatomy is associated with increased perceived difficulty. Regression analysis identified perception as the only significant predictor of learning challenges (β = 0.488, p < 0.001), while academic level and extent of exposure showed no significant effects. Qualitative findings revealed a “positive but demanding” learning experience and emphasized the need for improved practical exposure, better teaching strategies, and enhanced resources. Overall, the study highlights a clear expectation–reality gap; addressing this gap requires a shift toward learner-centered, experience-driven approaches that optimize cognitive load and improve instructional effectiveness.

Key Words: anatomy education, medical education, student perception, learning challenges, undergraduate students