Rethinking anatomy education for Generation Z: insights from Polish nursing students on learning needs and preferences

Introduction
How to adapt teaching methods and strategies to the needs of Generation Z is an immense challenge for medical educators. Hence, we are interested in exploring the topic of learning anatomy from the students’ perspective. In our study, we have asked nursing students about their needs and expectations regarding anatomy classes. This study aimed to explore how anatomy teaching methods can be adapted to the needs of Generation Z and to inform the discussion on undergraduate nursing anatomy education.

Material and methods
A cross-sectional study involving Polish first-year nursing students was carried out at two biggest medical universities in Poland. Data were collected using an original questionnaire designed based on the review of the literature and a focus group discussion among authors. Students’ opinions at the beginning and after completing the anatomy course were compared.

Results
Despite using digital tools, students valued traditional teaching methods. After the anatomy course, support grew for structured learning with pre-class preparation and frequent in-class assessments. Preferences shifted toward integrating anatomy with related subjects and extending course duration, while emphasising consolidation with a group of basic subjects like physiology, morphology, and histology. There is much debate over suitable methods of delivering anatomical knowledge. Changing anatomy education for Generations Z and Alpha is one of the conditions for successfully training, and retaining nursing students. Engaged teachers, face-to-face learning, and hands-on, practical classes cannot simply be replaced by technology.