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Assessment of the Adequacy of Practical Anatomy Teaching Resources in Higher Institutions

Abstract

The study examines the adequacy of practical anatomy teaching resources in higher institutions, with emphasis on the availability, accessibility, and suitability of resources used to support practical anatomy education. Practical anatomy requires appropriate teaching materials that enable students to observe, identify, interpret, and understand anatomical structures through direct and guided learning experiences. Adequate resources are therefore important for effective practical instruction and meaningful student participation in anatomy laboratory activities. The study will assess the adequacy of practical anatomy teaching resources in higher institutions and determine the extent to which available resources meet the requirements of undergraduate anatomy practical classes. The study will assess selected resources, including anatomical specimens, models, charts, anatomical images, dissection equipment, laboratory facilities, and relevant digital or audiovisual learning materials. It will also examine students’ perceptions of the accessibility, quality, quantity, and usefulness of these resources during practical anatomy sessions. A descriptive cross-sectional research design will be adopted for the study. Undergraduate students participating in practical anatomy classes will be selected using an appropriate sampling technique, while relevant practical anatomy laboratories may also be assessed using a structured resource-availability checklist. Data will be collected through a structured and validated questionnaire and an appropriate observation checklist. The data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential tests may be applied to examine relevant differences or associations. The study is expected to reveal variations in the adequacy of practical anatomy teaching resources across the institutions or practical learning areas assessed. Some resources may be sufficiently available and accessible, while others may be limited in quantity, outdated, poorly maintained, or inadequate for the number of students using them. Differences may also be observed in students’ perceptions of the usefulness and accessibility of practical resources and their ability to support effective observation, identification, and understanding of anatomical structures. The findings will be useful to anatomists, anatomy educators, laboratory instructors, academic administrators, curriculum developers, and institutions involved in health sciences education. The study may provide information on existing practical anatomy resources and identify areas requiring improvement in the provision, maintenance, and organization of teaching materials. The findings may also support institutional planning and resource allocation aimed at improving practical anatomy learning environments. The study will conclude by documenting the adequacy of practical anatomy teaching resources in higher institutions and identifying areas where additional or improved resources may be required. It is recommended that institutions provide adequate, accessible, well-maintained, and appropriate practical anatomy resources that correspond with student numbers and curriculum requirements. Further studies involving multiple higher institutions and larger student populations are also recommended to provide broader evidence on the adequacy of practical anatomy teaching resources.

Keywords: Practical anatomy, teaching resources, anatomy education, higher institutions, undergraduate students, anatomy laboratories, anatomical specimens, anatomical models, dissection equipment, anatomy practical classes, laboratory resources, practical learning, anatomy teaching, educational resources, health sciences education.