Dr. Nermine Ahmed Nosseir Measuring Students’ Perceptions of The Value of Didactic Lectures In The Problem-Based Learning Environment Dr. Mohamed A Eladl Dr. Nermine Ahmed Nosseir Assistant Professors, Department of Basic Medical Sciences, College of Medicine, University of Sharjah Background Methodology Results Anatomy teaching as a vital part of medical education meets huge criticism concerning curriculum design, implementation means, and clinical employment of knowledge in medical practice. Our PBL curriculum emphasizes small group tutorials, self-directed learning and a minimal number of conventional didactic lectures. The traditional anatomy didactic lectures, while to some extent essential as a method of student guidance, its number is significantly reduced, which make raising their number a high demand for some students as well as faculty. Two hundred fifty (n=250) medical students at the University of Sharjah during the academic year 2015-2016 participated in this study. The students were asked to participate voluntarily in an anonymous questionnaire. Items in the student’s perception form correspond to Likert-type rating scales to show the level of agreement or disagreement according to a five-point Likert scale In addition, focus groups discussions were conducted to discuss the following points: advantages that the students get from the didactic lectures, reflection on the methodology of teaching anatomy and their suggestions regarding improving the didactic lectures to be more beneficial. 75% claimed that some modifications incorporated into educational lectures like continuous assessment, videos enhancing and action learning might be a useful approach to improve students' benefits from lectures without increasing the number “I can get great benefits from my colleagues, but there are certain topics which cannot be done without lectures” “Supplementing the anatomy lectures with videos especially the embryology lectures would be of great impact” “There is no need for more anatomy lectures, only the topics of the lectures should be carefully selected.” “Most of the Anatomy topics could be covered in the Anatomy lab beside the cadavers and the anatomical specimens” Results Conclusion Aim & Objective The findings from this study indicate that students consider their learning in anatomy didactic lectures as effective in providing the critical knowledge required and needs more modifications in the way of giving and not necessarily increase in number. Although some students favoured self-directed learning and 70% mentioned that they gain a lot of knowledge from their peers during the lectures free hours, 86% revealed that the didactic lectures are the most suitable knowledge source for learning anatomy. Few of students think that the nature of the learning topic is the main issue to be considered, as many topics can be self-directed with no need for the didactic lecture. References The aim of this study was to assess students’ perceptions of their anatomy didactic lectures experiences for extracting not only perceptions of pedagogy but also how instructive lectures perceptions may be enhanced to promote learning records and means. Kiran, M. S., & Mestri, S. C. (2016). Assessment of Role of Didactic Lectures and Interactive Sessions in Small Group Discussions. Medico-Legal Update, 16(1), 39-44. Mamatha, H., D'Souza, A., Kotian, S. R., D’Souza, A. S., & Ankolekar, V. H. (2015). Would Effective Lecturing Evoke a Student’s Interest in Learning Anatomy. International Journal of Multidisciplinary Research and Development, 2(1), 83-87. Alsaid, B., & Bertrand, M. (2016). Students’ memorization of anatomy, influence of drawing. Morphologie.