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Comparative Study of Self-Directed and Instructor-Guided Anatomy Revision

Abstract

The study compares self-directed and instructor-guided anatomy revision among undergraduate students, with emphasis on how the two revision approaches may influence students’ acquisition, retention, and application of anatomical knowledge. Self-directed revision involves students independently organizing their learning activities using resources such as textbooks, atlases, lecture notes, digital materials, and practical resources, while instructor-guided revision involves structured revision activities directed by an anatomy educator. Comparing these approaches may provide useful information on how different forms of revision support anatomy learning. The study will compare students’ anatomy learning outcomes following self-directed and instructor-guided revision. The specific objectives will include assessing students’ anatomy knowledge before revision, determining their performance following each revision approach, comparing their ability to identify anatomical structures and explain anatomical relationships, and identifying areas of anatomy that remain difficult under each revision method. The study will also assess students’ perceptions of the usefulness and challenges associated with self-directed and instructor-guided revision. A comparative quasi-experimental research design will be adopted for the study. An appropriate sample of undergraduate students studying human anatomy or related health science courses will be selected using an appropriate sampling technique and assigned to self-directed and instructor-guided revision groups. Data will be collected using standardized anatomy knowledge tests and practical assessments involving anatomical specimens, models, diagrams, or images before and after the revision period. The data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential tests will be applied to compare the performance of the two groups. The study is expected to reveal differences in learning outcomes between students using self-directed and instructor-guided anatomy revision. Instructor-guided revision may provide greater structure and clarification of difficult concepts, while self-directed revision may encourage independent learning and flexible use of learning resources. Differences may also be observed in students’ ability to recall anatomical terminology, identify structures, and interpret spatial relationships, with complex or closely related structures potentially remaining difficult under both approaches. The findings will be useful to anatomists, anatomy educators, curriculum planners, and health science educators involved in undergraduate anatomy teaching and revision. The study may provide useful information on the strengths and limitations of self-directed and instructor-guided revision and may support the development of effective revision programmes. The findings may also encourage appropriate integration of independent study with guided revision, practical demonstrations, anatomical specimens, models, atlases, and digital learning resources.

The study will conclude by comparing the learning outcomes associated with self-directed and instructor-guided anatomy revision among the study population. It is recommended that anatomy revision programmes should provide opportunities for independent learning while also offering appropriate instructor guidance, particularly for complex anatomical concepts and practical identification tasks. Further studies involving larger student populations and longer follow-up periods are recommended to examine the sustained effects of different anatomy revision approaches on knowledge retention and practical anatomy performance.

Keywords: Self-directed revision, instructor-guided revision, anatomy revision, anatomy education, undergraduate students, anatomy learning, anatomical knowledge, knowledge retention, practical anatomy, anatomical identification, revision strategies, anatomy assessment, independent learning, guided learning, medical education.