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Effect of Cadaver-Based Learning on Students’ Understanding of Human Anatomy

Abstract

The study examines the effect of cadaver-based learning on students’ understanding of human anatomy, focusing on the use of human cadaveric specimens as a practical approach to improving students’ comprehension of anatomical structures and their relationships. Cadaver-based learning provides direct exposure to the human body and allows students to observe structures in their natural spatial arrangement. This approach may facilitate the integration of theoretical knowledge with practical experience and promote a clearer understanding of the organization of the human body. The study will assess the effect of cadaver-based learning on students’ understanding of human anatomy and determine its influence on students’ ability to identify anatomical structures, recognize anatomical landmarks, understand spatial relationships, and interpret the three-dimensional arrangement of body structures. The study will also examine students’ perceptions of cadaver-based learning in relation to its usefulness, practical relevance, clarity, and contribution to their anatomy learning experience. A quasi-experimental research design will be adopted for the study. Undergraduate students studying human anatomy or anatomy-related courses will be selected using an appropriate sampling technique and assigned to relevant instructional groups where applicable. Data will be collected using a structured anatomy knowledge assessment and a validated questionnaire designed to assess students’ understanding and perceptions of cadaver-based learning. The data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential tests will be applied to determine differences between relevant groups. The study is expected to reveal differences in students’ understanding of selected anatomical concepts following exposure to cadaver-based learning. Students exposed to cadaveric specimens may demonstrate improved identification of anatomical structures, recognition of anatomical landmarks, understanding of spatial relationships, and appreciation of three-dimensional anatomical organization. Differences may also be observed in students’ perceptions of the practical value and usefulness of cadaver-based learning as part of their anatomy education. The findings will be useful to anatomists, anatomy educators, medical educators, curriculum developers, and institutions involved in health sciences education. The study may provide useful information on the educational value of cadaveric specimens and may support the effective organization of practical anatomy sessions. The findings may also assist educators in identifying appropriate ways to combine cadaver-based learning with other instructional resources to improve students’ understanding of complex anatomical concepts. The study will conclude by documenting the contribution of cadaver-based learning to students’ understanding of human anatomy and identifying areas where the approach may support effective anatomy education. It is recommended that cadaver-based learning be appropriately structured and supported with adequate practical supervision, well-prepared specimens, and complementary instructional resources. Further studies involving larger and more diverse student populations are also recommended to provide broader evidence on the educational application of cadaver-based learning.

Keywords: Cadaver-based learning, human anatomy, cadaveric specimens, anatomy education, anatomy learning, undergraduate students, practical anatomy, anatomical structures, anatomical identification, spatial relationships, anatomical landmarks, three-dimensional anatomy, anatomy teaching, medical education, practical learning.