Enhancing the Embryology teaching-learning experience in the medical curriculum: a faculty & student lookout

It has been identified that most medical students are dissatisfied with current embryology teaching, and they often find embryology learning difficult. The present study was conducted to evaluate the perception of faculty and undergraduate medical students regarding the existing teaching-learning practices in embryology. The present cross-sec-tional study involved faculty, undergraduate, and postgraduate students engaged in embryology teaching-learning. The study was conducted in two steps. In the first step, the undergraduates were provided with a semi-structured questionnaire that addressed the practices of embryology teach-ing-learning in the current medical curriculum. The responses were recorded using a Likert scale. In the second step, the participants were invited to answer an open-ended question on improving the teaching-learning practices of embryology. The study involved 50 faculty, 232 medical undergrad-uates, and 15 postgraduate students. Most partic-ipants (76.1%) agreed that human embryology is essential in understanding anatomical variations, congenital anomalies, and clinical ailments. Although embryology is interesting to study, it is not easy to comprehend, as stated by most stu-dents (52.24%). They also felt that embryology is often neglected while learning Anatomy (70.73%). Ways to improve the embryology teaching -learn-ing practices assessed in step two identified the following themes: image and video-assisted learn-ing, experiential learning, 3D-models assisted learning, case-based learning, specimen-based learning, assessment-based learning, and small -group teaching. Embryology teaching-learning is an integral part of the Anatomy curriculum. Therefore, there is a need to reform the existing methodologies of embryology teaching-learning to enhance student engagement. Seeking stu-dents and faculty's perceptions about the current practices of embryology teaching and its impact on their learning becomes useful. This study in-tents to utilize the feedback gained in improving the process of imparting embryology knowledge and will assist in a positive learning experience for the students.