.

Methods:
A needs assessment and current status analysis were conducted, drawing on two primary sources: educational experts and student representatives. The expert panel, comprising faculty members from the Departments of Anesthesia and Anatomy, identified essential curricular topics through three dedicated sessions. Additionally, a researcher-designed questionnaire with a content validity index of 0.84 was completed by 42 undergraduate anesthesia students. Data were analyzed using SPSS version 16.

Results:
Most students rated the delivered anatomy content as average and emphasized the need for additional practical sessions. Notably, 64.3% of students believed that anatomy instruction should precede operating room internships. The findings revealed a direct relationship between anatomical knowledge and practical skills such as airway management, intravenous injections, and local anesthesia administration. Theoretical topics, including preoperative assessment and cardiopulmonary resuscitation, were also found to be closely linked to a thorough understanding of anatomical structures.

Conclusion:
The results highlight the necessity of revising both the timing and content of anatomy education. It is recommended that a general anatomy module be initially offered to address prerequisite knowledge, followed by specialized content tailored to anesthesia technology. Furthermore, involving students in curriculum design may enhance educational effectiveness. These changes are expected to improve the quality of instruction and strengthen students’ clinical competencies.