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Effect of Structured Anatomy Peer Mentoring on Practical Structure Identification

Abstract

The study examines the effect of structured anatomy peer mentoring on students’ practical identification of anatomical structures. Peer mentoring provides students with opportunities to learn through guided interaction with fellow students who have greater experience or understanding of practical anatomy. When structured appropriately, peer mentoring may encourage discussion, repeated identification of anatomical structures, explanation of anatomical relationships, and collaborative problem-solving during practical learning. The study will assess the effect of structured anatomy peer mentoring on students’ ability to identify anatomical structures during practical learning. The specific objectives will include determining students’ baseline ability to identify selected anatomical structures, implementing a structured peer mentoring programme during practical anatomy sessions, assessing students’ practical structure identification following the intervention, and comparing the performance of students exposed to structured peer mentoring with those receiving conventional practical instruction. A quasi-experimental research design will be adopted for the study. Undergraduate anatomy students will be selected using an appropriate sampling technique and assigned to an intervention group exposed to structured peer mentoring and a comparison group receiving conventional practical instruction. The mentoring sessions will involve guided structure identification, discussion of anatomical landmarks, explanation of structural relationships, and supervised practical revision. Data will be collected using standardized practical identification assessments and analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential statistics will be applied to determine differences between the groups. The study is expected to reveal differences in practical structure identification between students who participate in structured peer mentoring and those receiving conventional practical instruction. Students exposed to peer mentoring are expected to demonstrate improved recognition of anatomical structures, landmarks, and relationships through repeated identification, verbal explanation, and collaborative learning. Nevertheless, some structures may remain challenging to identify, particularly those that are small, deep, closely related, damaged, or difficult to distinguish from surrounding structures. The findings will be useful to anatomists, anatomy educators, medical educators, curriculum planners, and institutional administrators. The study may provide useful information on the potential value of structured peer mentoring as a supplementary strategy for improving practical anatomy learning and structure identification. It may also support the development of organized peer-learning activities that complement formal laboratory instruction while encouraging active student participation and collaborative revision. The study will conclude by determining the effect of structured anatomy peer mentoring on students’ practical identification of anatomical structures. It is recommended that appropriately supervised peer mentoring activities should be incorporated into practical anatomy learning to provide additional opportunities for structure identification, discussion, and revision, while clear guidelines should be provided to ensure accurate anatomical information is shared. Further studies involving larger and more diverse student populations should be conducted to evaluate the long-term effectiveness of structured peer mentoring in anatomy education.

Keywords: Structured anatomy peer mentoring, practical structure identification, anatomy education, undergraduate students, practical anatomy, peer learning, peer mentoring, anatomical structures, anatomical landmarks, anatomy practical, collaborative learning, structure recognition, practical assessment, anatomy revision, medical education.