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Comparative Study of Specimen-Based and Image-Based Anatomy Revision

Abstract

The study examines the effectiveness of anatomical drawing and labeling exercises for structure recognition, with emphasis on how these practical learning activities may support students’ ability to recognize, recall, and distinguish anatomical structures. Anatomical drawing requires students to actively reproduce structural features and spatial relationships, while labeling exercises focus on the accurate identification and naming of structures. Comparing these approaches may provide useful information on their relative contribution to students’ understanding and recognition of human anatomy. The study will compare students’ performance following exposure to anatomical drawing and labeling exercises for structure recognition. The specific objectives will include determining students’ ability to recognize anatomical structures after completing drawing exercises, assessing structure recognition following labeling exercises, comparing students’ performance under the two learning approaches, and identifying anatomical structures that remain difficult to recognize despite the use of these practical revision activities. The study will also consider students’ ability to correctly associate anatomical structures with their appropriate positions and relationships. 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 relevant learning groups. Data will be collected using standardized anatomical structure recognition tests administered before and after the learning exercises, with drawing and labeling activities serving as the respective instructional approaches. The collected data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential tests may be applied to compare performance between the groups. The study is expected to reveal differences in students’ structure recognition performance following anatomical drawing and labeling exercises. Students exposed to drawing activities may demonstrate improved recognition of structural shape, spatial arrangement, and relationships, while labeling exercises may provide stronger support for accurate identification and recall of anatomical names. Some structures that are small, closely related, or spatially complex may remain more difficult to recognize under either approach. The findings will be useful to anatomists, anatomy educators, curriculum planners, and other health science educators involved in practical anatomy teaching. The study may provide evidence to guide the selection and combination of visual learning activities for improving anatomical structure recognition. It may also support the use of active and student-centred learning approaches that encourage students to engage directly with anatomical structures rather than relying solely on passive memorization. The study will conclude by comparing the contribution of anatomical drawing and labeling exercises to students’ recognition of anatomical structures. It is recommended that practical anatomy teaching should incorporate appropriately structured drawing and labeling activities alongside specimens, models, diagrams, and other visual learning resources to strengthen anatomical recognition and retention. Further studies involving larger student populations and different anatomical regions are recommended to establish the effectiveness of these approaches across diverse anatomy learning contexts.

Keywords: Anatomical drawing, labeling exercises, structure recognition, anatomy education, undergraduate students, practical anatomy, anatomical structures, visual learning, anatomical identification, anatomy learning, anatomical illustration, active learning, anatomical visualization, structure recall, medical education.