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Effect of Group Dissection Activities on Students’ Understanding of Human Anatomy

Abstract

The study examines the effect of group dissection activities on students’ understanding of human anatomy, focusing on collaborative participation during practical anatomy sessions and its contribution to students’ comprehension of anatomical structures and relationships. Group dissection activities provide students with opportunities to observe specimens collectively, discuss anatomical features, share practical responsibilities, and learn from one another during dissection sessions. Such activities may enhance students’ engagement with practical anatomy and support the connection between theoretical knowledge and direct anatomical observation. The study will assess the effect of group dissection activities on students’ understanding of human anatomy and determine their influence on students’ ability to identify anatomical structures, recognize anatomical landmarks, understand spatial relationships, and interpret the arrangement of structures within dissected regions. The study will also examine students’ perceptions of group dissection activities, including their usefulness, level of participation, collaborative learning experience, and contribution to practical anatomy learning. A quasi-experimental research design will be adopted for the study. Undergraduate students offering 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 group dissection activities. 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 participation in group dissection activities. Students involved in collaborative dissection may demonstrate improved identification of anatomical structures, recognition of anatomical landmarks, understanding of spatial relationships, and interpretation of three-dimensional anatomical arrangements. Differences may also be observed in students’ perceptions of participation, communication, cooperation, and engagement during practical anatomy sessions. 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 contribution of collaborative dissection to practical anatomy learning and may support the development of effective group-based strategies for anatomy practical sessions. The findings may also assist educators in organizing dissection activities that encourage active participation, observation, discussion, and shared responsibility among students. The study will conclude by documenting the contribution of group dissection activities to students’ understanding of human anatomy and identifying areas where collaborative practical learning may be strengthened. It is recommended that group dissection activities be appropriately structured with adequate supervision, sufficient anatomical specimens, clear task allocation, and opportunities for all students to participate actively. Further studies involving larger and more diverse student populations are also recommended to provide broader evidence on the application of collaborative dissection in anatomy education.

Keywords: Group dissection, human anatomy, anatomy education, collaborative learning, anatomy practical, undergraduate students, dissection activities, anatomical structures, anatomical identification, spatial relationships, practical anatomy, anatomy learning, student participation, anatomy teaching, collaborative practical learning.