Abstract

The study examines the relationship between anatomy study habits and practical examination performance among undergraduate students, with emphasis on how students’ approaches to studying anatomy may influence their ability to recognize, identify, and interpret anatomical structures during practical examinations. Anatomy requires consistent engagement with visual, spatial, and practical learning materials, and students may differ in the frequency, duration, organization, and methods used in preparing for practical assessments. Assessing this relationship may provide useful information on study practices that are associated with practical anatomy performance. The study will assess the anatomy study habits of undergraduate students and determine their practical examination performance based on their ability to identify and interpret anatomical structures. The specific objectives will include assessing students’ study frequency, use of practical and visual learning resources, revision practices, and preparation patterns, determining their practical examination performance, and examining the relationship between anatomy study habits and practical examination performance. 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 anatomy study habits will be obtained using a structured questionnaire covering study frequency, duration, revision patterns, use of anatomical specimens, models, diagrams, textbooks, and digital resources, while practical examination performance will be assessed using standardized practical identification tasks or relevant examination scores. 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 anatomy study habits and practical examination performance. The study is expected to reveal variations in students’ anatomy study habits and practical examination performance. Students who engage in regular and structured anatomy study, combined with repeated practical identification and the use of appropriate visual resources, may demonstrate stronger performance during practical examinations. Differences may also be observed in students’ ability to identify small, closely related, unfamiliar, or spatially complex anatomical structures. The findings will be useful to anatomists, anatomy educators, academic advisers, medical educators, and curriculum developers by providing information on students’ approaches to practical anatomy preparation. The findings may assist educators in guiding students toward more structured study routines, effective practical revision strategies, and appropriate use of anatomical learning resources. The study may also contribute to the development of practical anatomy preparation programmes that support students’ learning and examination readiness. The study will conclude by determining the relationship between anatomy study habits and practical examination performance among the study population. It is recommended that students should adopt regular and structured study routines that combine theoretical revision with practical identification exercises and appropriate visual learning resources. Further studies involving larger and more diverse student populations may be conducted to provide broader evidence on study practices associated with practical anatomy examination performance.

Keywords: Anatomy study habits, practical examination performance, anatomy education, undergraduate students, practical anatomy, study patterns, anatomy revision, anatomical identification, practical assessment, anatomy learning, study frequency, visual learning resources, anatomical structures, examination preparation, medical education.