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Effect of Computer-Assisted Anatomy Learning on Students’ Practical Anatomy Knowledge

Abstract

The study examines the effect of computer-assisted anatomy learning on students’ practical anatomy knowledge, with emphasis on the use of computer-based resources to support the identification, visualization, and understanding of anatomical structures. Computer-assisted learning may provide students with interactive diagrams, three-dimensional representations, animations, labelled structures, and other digital resources that can complement conventional practical anatomy instruction. Such resources may provide additional opportunities for students to review anatomical structures and relationships beyond scheduled laboratory sessions. The study will assess the effect of computer-assisted anatomy learning on students’ practical anatomy knowledge and determine its influence on their ability to identify anatomical structures, recognize anatomical landmarks, understand spatial relationships, and interpret anatomical features presented in practical learning situations. The study will also examine students’ perceptions of computer-assisted anatomy learning, including its usefulness, accessibility, ease of use, and perceived contribution to practical anatomy learning. 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 practical anatomy knowledge assessment and a validated questionnaire designed to assess students’ understanding and perceptions of computer-assisted anatomy 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’ practical anatomy knowledge following exposure to computer-assisted anatomy learning. Students using computer-assisted resources may demonstrate improved recognition of anatomical structures, interpretation of spatial relationships, identification of anatomical landmarks, and understanding of three-dimensional anatomical arrangements. Variations may also be observed in students’ perceptions of the clarity, usefulness, accessibility, and convenience of computer-based anatomy resources as complementary learning tools. 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 application of computer-assisted resources in practical anatomy learning and may support the integration of digital learning tools with conventional laboratory activities. The findings may also assist educators in selecting appropriate computer-based resources that complement specimen-based learning and provide students with additional opportunities for revision and independent study. The study will conclude by documenting the contribution of computer-assisted anatomy learning to students’ practical anatomy knowledge and identifying areas where digital resources may strengthen practical anatomy education. It is recommended that computer-assisted learning resources be appropriately integrated with practical specimen-based instruction and supported with adequate guidance to promote effective use. Further studies involving larger and more diverse student populations and different forms of computer-assisted anatomy resources are also recommended.

Keywords: Computer-assisted anatomy learning, practical anatomy knowledge, anatomy education, undergraduate students, computer-assisted learning, digital anatomy, practical anatomy, anatomical structures, three-dimensional anatomy, anatomy learning, digital learning resources, anatomical identification, spatial relationships, anatomy teaching, medical education.