Assessment Methods and Practices in Anatomy Departments among Sudanese Medical Schools in 2020

Background: Assessment could be the most challenging part in the teaching process of anatomy for establishing students’ competency. This study aimed to review how anatomy is assessed in medical schools in Sudan to provide a baseline data for future plans. Methods This is a cross-sectional descriptive study involving medical schools in Sudan. A pre-designed electronic questionnaire (Google Form) was sent to the heads of anatomy departments at the different medical schools in Sudan. The questionnaire included questions about duration of anatomy teaching in the curriculum, the types of assessment for anatomy leaning applied, pattern of examination included in the written examination and type of curriculum. Additionally, a variety of questions assessing how oral and spotter exams take place and information related to students` feedback following examinations. Results Total of 50 universities responded to the electronic questionnaire out of 66 universities (with a response rate of 75.7%). The results showed that 80% of the universities used summative and formative approaches to the assess students, about 84% of the universities had continuous assessment, all the participating universities used MCQs as a part of their student assessment and only 5% used True or False questions. A 96% of the participating universities use spotter exams, about 16% of the universities perform oral examination to all students and 22% of the participating universities give students feedback after every exam. Conclusion Sudanese medical schools use different assessment methods and practices for Anatomy. The most commonly practiced assessment tools were MCQs and spotter examination while oral examination and long assay type of questions are less used. Medical schools need to work on teachers training on the principles of medical education and review of examination by examination committees.