The present study evaluates the usefulness, as perceived by students, of the various methods by which anatomical information is presented during the preclinical part of the medical course. Assessments of these learning methods were elicited from a cohort of medical students at the University of Benin by a questionnaire based on their selection of questions to attempt in Anatomy Paper 2 (Essays) of the First Professional examination (= 2nd MB). An algorithm was provided to enable the quantification of the preferences expressed and hence the derivation of a utility index for each learning method. The results showed that reading/private study, formal lectures, informal discussions with peers and practical work were the learning methods from which the students had benefited, in descending order of usefulness. These findings are discussed in the context of the teaching and learning of human anatomy in the particular circumstances studied.