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Effect of Interactive Spotter Exercises on Students’ Practical Anatomy Performance

Abstract

The study examines the effect of interactive spotter exercises on students’ practical anatomy performance, with emphasis on the use of structured and participatory identification activities to improve students’ recognition and understanding of anatomical structures. Spotter exercises provide opportunities for students to identify structures from specimens, models, diagrams, and other practical materials, while interactive approaches may encourage active participation, immediate engagement, and repeated practice. These features may support the development of practical anatomy skills and improve students’ preparedness for practical assessments. The study will assess students’ practical anatomy performance before and after exposure to interactive spotter exercises. The specific objectives will include determining students’ baseline performance in identifying anatomical structures, assessing their performance following participation in interactive spotter activities, examining their ability to recognize anatomical landmarks and structural relationships, and determining changes in practical performance 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 interactive spotter exercises involving selected anatomical regions and practical materials. Students’ practical anatomy performance will be assessed using standardized pre-test and post-test identification tasks involving specimens, prosections, models, diagrams, or other appropriate resources. 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 demonstrate improvement in students’ practical anatomy performance following participation in interactive spotter exercises. Students may show greater accuracy in identifying anatomical structures, recognizing landmarks, distinguishing closely related structures, and interpreting anatomical relationships. Greater improvement may be observed among structures that students previously found difficult to recognize, although small, deeply located, or visually similar structures may continue to present challenges. The findings will be useful to anatomists, anatomy educators, practical instructors, medical educators, and curriculum developers by providing information on the usefulness of interactive spotter exercises in practical anatomy teaching. The findings may support the incorporation of structured spotter activities into anatomy revision and practical preparation, particularly where students require repeated exposure to anatomical specimens and visual identification tasks. The approach may also complement conventional practical sessions and other anatomy learning resources. The study will conclude by determining the effect of interactive spotter exercises on students’ practical anatomy performance. It is recommended that interactive spotter exercises should be incorporated into practical anatomy teaching and revision activities, with adequate opportunities for repeated identification, discussion, and feedback. Further studies involving larger and more diverse student populations may be conducted to provide broader evidence on the effectiveness of interactive spotter exercises in improving practical anatomy learning and assessment performance.

Keywords: Interactive spotter exercises, practical anatomy performance, anatomy education, undergraduate students, practical anatomy, anatomical identification, anatomical structures, spotter examination, anatomical specimens, prosection, anatomical models, anatomy revision, practical assessment, anatomical landmarks, anatomy learning.