Anatomy and Physiology taught in 1st MBBS, form the basic foundation to learn the art of medicine. The teaching learning methods followed in the present curriculum can be best judged by the feedback from the students. Good feedback is the key to improvement. 93 medical students (46 boys, 47 girls) participated in the study after taking an informed consent. A self developed questionnaire based on the previous studies and validated by experts was circulated. They were asked to fill it appropriately and to give their suggestions, if any. Questions were asked on teaching methods, teaching aids, timings regarding duration of theory class, dissection, duration of 1st MBBS course, teacher’s qualities and question paper pattern. Questionnaire with a 5 point Likert scale was given which included interest to do dissection, advantages of dissection and replacement for dissection. The results were motivational as most of the students opted small group teaching as the best teaching method. A combination of the audio visual aids were preferred to single. Majority of the students selected 40 min duration for theory class and dissection timings from 9-11am. Large group of students were not interested in the study hours after the college hours. Many students preferred the option “ability to teach” for the teacher’s qualities, though few opted for “personality of the teacher”. Most of them preferred 1 essay+ 6shorts+5 very shorts pattern of question paper in their final examinations. Except 2, remaining students were interested to do cadaveric dissection which is an encouraging sign. Many students agreed for advantages of cadaveric dissection. On the other hand, many disagreed for the dissection to be replaced by prosections or anatomage or 3d models. To conclude, students’ feedback is encouraging for the small group teaching using a combination of audio visual aids. They preferred to learn the art of medicine through cadaveric dissection rather than replacing it with artificial methods.