The sphenoid sinus is located in the center of the cranial base and is surrounded by numerous neurovascular structures. The aim of this study was to determine sphenoid sinus types and subtypes, dimensions of the sinus and cranium, and the relations of these to age and gender. Computed tomography data was obtained from 144 patients to determine right sphenoidal volume (sphVOLR), left sphenoidal volume (sphVOLL), total sphenoidal volume (sphVOLT), anteroposterior length of the sphenoid sinus (sphAP), laterolateral length of the sphenoid sinus (sphLL), head circumference (crHC), fronto-occipital length (crFO), and biparietal length (crBP), with OSIRIX software. The patients’ ages ranged between 9 and 83 years (mean age 38 ± 15.5 years). The study included 89 males (mean age 39 ± 15.5 years) and 55 females (mean age 38 ± 15.6 years). Conchal (1.4%), presellar (8.3%), sellar (23.6%), and postsellar (66.7%) type sphenoid sinuses were determined based on the extension of pneumatization around the sella turcica. Each type of sphenoid sinus was classified into the following 5 types based on the direction of pneumatization: body, full lateral, pterygoid, lesser wing, and greater wing subtypes. Mean sphAP was determined as 29.72 mm and mean sphLL as 37.73 mm. In 5 patients only (3.4%), the sphenoid sinus was not divided into right and left by the intersphenoidal septum. The variations in the extensions of pneumatization of the sphenoid sinus and its dimensions might be used to estimate the selection of a surgical approach to lesions bordering the sinus.

Background: Medical students' perceptions of anatomical teaching methods have influenced their educational experiences. Nonetheless, differing study preferences together with regional characteristics have resulted in a variety of teaching methods that lack consistency. Method: This cross-sectional study involved a survey of 2001 medical students (859 males and 1142 females) aged between 18 and 33 years, with a mean age of 20.5 ± 1.6 years. Participants were drawn from 35 schools across six Turkish regions. A structured questionnaire was used to collect data on demographics, anatomical study preferences, and resources. Results: Significant differences in study methods and resource preferences were observed across academic years, with 78% of second-year, 69.4% of first-year, and 73% of third-year students preferring individual studies (X ² = 15.694; p = 0.003). Regular repetition was predominant in Southeastern Anatolia (27.4%) and Central Anatolia (24.4%); encoding for memorization was predominant in the Aegean region (20.9%); and correlation of structures with relations was predominant in the Mediterranean (20.5%) and Southeastern Anatolia (21.9%) regions (X ² = 90.745; p < 0.05). Conclusion: In the current study, not only the gender but also the geographical distribution of respondents from 35 medical schools across six regions of Turkey offers valuable insights into how educational contexts influence study habits and preferences. Integrating region-specific teaching methodologies or adapting curriculum resources to align with local preferences may enhance student engagement and retention.