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Effect of Case-Based Learning on Students’ Application of Human Anatomy Knowledge

Abstract

The study examines the effect of case-based learning on students’ application of human anatomy knowledge, with emphasis on the use of clinically oriented cases to help students connect theoretical anatomical concepts with practical and clinical situations. Case-based learning presents students with structured scenarios that require them to identify relevant anatomical structures, interpret anatomical relationships, and apply their knowledge to specific situations. This approach may provide opportunities for students to move beyond memorization and develop a deeper understanding of the functional and clinical relevance of human anatomy. The study will assess students’ ability to apply human anatomy knowledge before and after exposure to case-based learning activities. The specific objectives will include determining students’ baseline anatomy knowledge, assessing their ability to apply anatomical concepts to case scenarios, evaluating their identification of relevant anatomical structures and relationships, and determining the change in students’ application of anatomy knowledge following participation in case-based learning activities. A quasi-experimental research design will be adopted for the study. An appropriate sample of undergraduate students will be selected and exposed to structured case-based anatomy learning sessions involving clinically relevant scenarios and guided discussions. Students’ application of anatomy knowledge will be assessed using standardized pre-test and post-test instruments containing case-based questions and anatomical application tasks. 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 performance following the intervention. The study is expected to show improvement in students’ ability to apply human anatomy knowledge after exposure to case-based learning. Students may demonstrate better identification of relevant anatomical structures, interpretation of structural relationships, and connection of anatomical concepts with clinical situations. Improvements may also be observed in reasoning through unfamiliar cases and explaining the anatomical basis of selected clinical presentations, although some complex cases may remain challenging. The findings will be useful to anatomists, anatomy educators, medical educators, curriculum developers, and other professionals involved in health sciences education. The study may provide evidence to support the incorporation of case-based learning into anatomy teaching as a means of strengthening the practical and clinical application of anatomical knowledge. It may also assist educators in developing structured cases that encourage students to relate anatomical structures and relationships to real-life clinical situations. The study will conclude by determining the effect of case-based learning on students’ application of human anatomy knowledge. It is recommended that appropriately designed case-based activities should be incorporated into anatomy teaching alongside conventional lectures, practical sessions, and other learning approaches. Further studies involving larger and more diverse student populations may be conducted to provide additional evidence on the effectiveness of case-based learning in promoting the application of anatomical knowledge.

Keywords: Case-based learning, human anatomy knowledge, anatomy education, undergraduate students, knowledge application, clinical anatomy, case-based teaching, anatomical structures, anatomical relationships, clinical reasoning, anatomy learning, practical anatomy, medical education, active learning, anatomy teaching.