Özet:

Recently, dentistry has determined its characteristic values ​​in scientific sense. As in all branches of education in the field of health, Anatomy education is given in the first year of curriculum in Faculties of Dentistry.  Evaluating and understanding the perspectives of the students on anatomy education is of great importance in the development of anatomy education and teaching methods. In this study, we aimed to evaluate the students' thoughts about anatomy education and the contributions of team work and interactive education to the learning of anatomy. Material and Method: In this study, 60 first-year students of Adıyaman University Faculty of Dentistry who took Anatomy lecture in the spring semester of 2016-2017 academic year were included.  Data were obtained by using a questionnaire consisting of 29 closed-ended questions. The questionnaires have been prepared to be answered with a scale of 5 likert. The data were analyzed using the IBM SPSS statistics package program. Results: According to the results, the students used lecture notes for theoretical part and textbook for practical part mostly. A satisfaction level of  88.3% and 85 % was detected for  theoretical part and practical part respectively. It was determined that 71.7% of the students completed their homework in 1-3 weeks, in 70.0% these homeworks made them like anatomy, in 91.7% they made contribution to anatomy learning  and in 73.4% of the studentes the homeworks broke the bias of “anatomy is difficult to study and understand”. Conclusion: We believe that the data obtained will be useful in developing educational alternatives related to anatomy, in overcoming existing deficiencies and in providing students with assignments and active participation in education. In addition, we have also pointed out that the education given in dentistry faculties can reach better points by applying feedback questionnaires in anatomy education which needs a lot of time and effort. 

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