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Assessment of the Relationship Between Digital Anatomy Resource Use and Anatomy Knowledge

Abstract

The study examines the relationship between digital anatomy resource use and anatomy knowledge among undergraduate students, with emphasis on how the use of digital learning resources may support students’ understanding and retention of anatomical information. Digital anatomy resources, including three-dimensional models, interactive applications, digital atlases, animations, recorded demonstrations, and online anatomical platforms, provide alternative ways of presenting complex anatomical structures. Assessing their relationship with anatomy knowledge may provide useful information on the contribution of digital resources to contemporary anatomy learning. The study will assess the extent to which undergraduate students use digital anatomy resources and determine their level of anatomy knowledge. The specific objectives will include identifying the types of digital anatomy resources commonly used by students, determining the frequency and pattern of their use, assessing students’ anatomy knowledge, examining their ability to identify and understand anatomical structures, and determining the relationship between digital anatomy resource use and anatomy knowledge. A cross-sectional descriptive research design will be adopted for the study. An appropriate sample of undergraduate students will be selected using an appropriate sampling technique. Data on digital anatomy resource use will be obtained through a structured questionnaire covering resource types, frequency of use, purpose of use, and learning activities, while anatomy knowledge will be assessed using a standardized anatomy knowledge test involving identification, orientation, structural relationships, and understanding of selected anatomical structures. Data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while an appropriate correlation or inferential test will be applied to determine the relationship between digital anatomy resource use and anatomy knowledge. The study is expected to reveal variations in the use of digital anatomy resources and levels of anatomy knowledge among the students. Students who make regular and purposeful use of appropriate digital anatomy resources may demonstrate stronger understanding of anatomical structures, spatial relationships, and three-dimensional organization. Differences may also be observed according to the type of digital resource used, with interactive and visually oriented resources potentially providing greater support for the understanding of complex anatomical structures. The findings will be useful to anatomists, anatomy educators, medical educators, curriculum developers, and institutions involved in health sciences education. The study may provide information that can guide the selection and integration of digital anatomy resources into anatomy teaching and learning. It may also support the development of blended learning approaches that combine digital resources with conventional textbooks, practical sessions, anatomical specimens, models, and other established teaching methods. The study will conclude by determining the relationship between digital anatomy resource use and anatomy knowledge among the study population. It is recommended that students should be encouraged to use reliable and appropriately designed digital anatomy resources as part of their anatomy learning activities, alongside conventional practical and theoretical approaches. Further studies involving larger and more diverse student populations may be conducted to provide broader evidence on the contribution of digital anatomy resources to anatomy knowledge and learning outcomes.

Keywords: Digital anatomy resources, anatomy knowledge, digital anatomy, anatomy education, undergraduate students, digital learning, three-dimensional anatomy, anatomical structures, interactive anatomy, digital atlases, anatomy applications, anatomical visualization, anatomy learning, spatial relationships, medical education.