Evaluating Anatomy Learning Outcomes: A Retrospective Study of Multilingual Student Cohorts at the “Iuliu Hațieganu” University of Medicine and Pharmacy

Background Medical education requires a solid understanding of anatomy, which is essential across all medical specialties. This study investigates students’ performance and adaptation to academic demands, comparing outcomes across cohorts and departments, with particular emphasis on the impact of instruction in foreign languages. The importance of assessing anatomical competence is underscored as a determinant of patient care quality. Methods Data were collected over three semesters (2023/2024 and 2024/2025) from 551 students enrolled in general medicine (Romanian, French, and English departments). Assessments included written, practical, and continuous evaluations (oral and written). The final grade was calculated as follows: 40% practical examination, 50% written examination, and 10% average of continuous assessments. Statistical analysis was performed via the Kolmogorov‒Smirnov test, Mann‒Whitney U test, and Student’s t test. Results Most assessment distributions deviated from normality. Statistically significant differences were identified between departments: Romanian students achieved higher scores than their French and English section peers did in practical examinations, written examinations, and overall final grades. Student performance varies considerably depending on the type of assessment, with outcomes in oral evaluations being superior to those in written evaluations. No significant differences were observed between the English and French sections in the written examinations. Conclusion This study highlights the necessity of employing multiple assessment methods to adequately evaluate competence. Language barriers may negatively impact the academic performance of international students. Standardization of oral examinations is recommended to reduce subjectivity and alleviate student anxiety. These findings provide valuable insights for optimizing assessment practices and improving the quality of medical education.