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Effect of Anatomical Case Discussions on Students’ Application of Anatomy Knowledge

Abstract

The study examines the effect of anatomical case discussions on students’ application of anatomy knowledge, with emphasis on the use of structured anatomical scenarios to help students connect theoretical knowledge with practical and clinically relevant situations. Anatomical case discussions provide opportunities for students to examine specific anatomical problems, identify relevant structures, interpret their relationships, and explain the anatomical basis of selected situations. This approach may encourage active participation and promote the use of anatomy knowledge beyond simple recall of facts. The study will assess students’ ability to apply anatomy knowledge before and after participation in anatomical case discussions. The specific objectives will include determining students’ baseline anatomy knowledge, assessing their ability to identify relevant anatomical structures in case scenarios, evaluating their understanding of anatomical relationships, and determining changes in their ability to apply anatomical knowledge following participation in structured case discussions. A quasi-experimental research design will be adopted for the study. An appropriate sample of undergraduate students will be selected and exposed to structured anatomical case discussions involving selected regional and systemic anatomy scenarios. Students’ application of anatomy knowledge will be assessed using standardized pre-test and post-test instruments containing case-based questions, structure identification tasks, and questions requiring interpretation of anatomical relationships. Data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while an appropriate inferential test will be used to determine changes in performance following the intervention. The study is expected to demonstrate improvement in students’ ability to apply anatomy knowledge following participation in anatomical case discussions. Students may show better identification of relevant structures, interpretation of spatial and functional relationships, and explanation of anatomical concepts within specific case situations. Greater improvement may be observed in tasks requiring integration of several anatomical concepts, although unfamiliar or anatomically complex cases may remain challenging. The findings will be useful to anatomists, anatomy educators, medical educators, curriculum developers, and other professionals involved in health sciences education. The study may provide information supporting the incorporation of structured anatomical case discussions into anatomy teaching as a method of strengthening knowledge application and active learning. It may also assist educators in developing relevant case scenarios that encourage students to connect anatomical structures and relationships with practical and clinical contexts. The study will conclude by determining the effect of anatomical case discussions on students’ application of anatomy knowledge. It is recommended that appropriately structured case discussions should be incorporated into anatomy teaching alongside lectures, practical sessions, and other established learning approaches. Further studies involving larger and more diverse student populations may be conducted to provide additional evidence on the effectiveness of anatomical case discussions in promoting the application and retention of anatomy knowledge.

Keywords: Anatomical case discussions, anatomy knowledge, knowledge application, anatomy education, undergraduate students, case-based learning, anatomical structures, anatomical relationships, clinical anatomy, anatomy learning, active learning, practical anatomy, anatomical reasoning, medical education, anatomy teaching.