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Effect of Cadaveric Demonstration on Students’ Anatomical Structure Recognition

Abstract

The study examines the effect of cadaveric demonstration on students’ recognition of anatomical structures, with emphasis on the use of prepared human cadaveric specimens to support the identification and understanding of anatomical structures. Cadaveric demonstration provides students with direct visual exposure to human tissues, organs, anatomical landmarks, and structural relationships that may be difficult to appreciate through two-dimensional illustrations alone. The use of cadaveric materials may therefore enhance students’ ability to recognize anatomical structures and understand their three-dimensional arrangement. The study will assess students’ ability to recognize anatomical structures before and after exposure to cadaveric demonstration. The specific objectives will include determining students’ baseline ability to recognize selected anatomical structures, assessing their recognition performance following cadaveric demonstrations, identifying anatomical regions in which students experience greater difficulty, and determining changes in structure recognition following the intervention. A quasi-experimental research design will be adopted for the study. An appropriate sample of undergraduate students will be selected and exposed to structured cadaveric demonstration sessions involving selected anatomical regions and structures. Students’ recognition ability will be assessed using standardized pre-test and post-test practical identification tasks involving cadaveric specimens, with appropriate scoring procedures used to determine performance. Data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while an appropriate inferential test will be used to determine changes in students’ anatomical structure recognition following the intervention. The study is expected to demonstrate improvement in students’ recognition of anatomical structures following exposure to cadaveric demonstrations. Students may show greater accuracy in identifying structures, anatomical landmarks, and relationships between adjacent structures after direct observation of cadaveric specimens. Structures that are large and distinctive may be recognized more easily, while small, deeply located, closely related, or anatomically complex structures may continue to present greater difficulty. The findings will be useful to anatomists, anatomy educators, dissection instructors, medical educators, and curriculum developers by providing information on the contribution of cadaveric demonstration to anatomical structure recognition. The findings may support the use of structured specimen demonstrations as part of practical anatomy teaching and may help educators combine direct cadaveric observation with diagrams, models, radiological images, and other visual learning resources to strengthen students’ understanding. The study will conclude by determining the effect of cadaveric demonstration on students’ anatomical structure recognition. It is recommended that cadaveric demonstrations should be systematically incorporated into practical anatomy teaching, with adequate opportunities for students to observe, identify, and discuss anatomical structures under appropriate guidance. Further studies involving larger and more diverse student populations may be conducted to provide broader evidence on the effectiveness of cadaveric demonstrations in anatomy education.

Keywords: Cadaveric demonstration, anatomical structure recognition, cadaveric specimens, anatomy education, undergraduate students, practical anatomy, anatomical identification, dissection, anatomical landmarks, anatomical relationships, cadaver-based learning, anatomy learning, practical assessment, human anatomy, medical education.