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Effect of Spotter-Based Revision on Students’ Anatomical Structure Identification

Abstract

The study assesses the effect of spotter-based revision on students’ anatomical structure identification. Spotter-based revision provides students with repeated opportunities to recognize, name, and locate anatomical structures using specimens, models, images, or other practical materials in a format similar to practical anatomy examinations. This approach may strengthen students’ familiarity with anatomical structures, improve visual recognition, and support the application of theoretical knowledge during practical identification activities. The study will assess the effect of spotter-based revision on students’ ability to identify anatomical structures. The specific objectives will include determining students’ anatomical structure identification performance before spotter-based revision, assessing their performance after the revision activities, examining their ability to identify structures presented through different practical materials, and assessing students’ perceptions of spotter-based revision as a practical anatomy learning approach. A quasi-experimental research design will be adopted for the study. Undergraduate anatomy students will be selected using an appropriate sampling technique and assigned to relevant study groups where applicable. Data will be collected using a standardized anatomical structure identification assessment administered before and after the spotter-based revision sessions, together with an appropriately structured questionnaire for assessing students’ perceptions of the revision approach. The data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, with appropriate comparative inferential tests applied where necessary. The study is expected to show differences in students’ anatomical structure identification performance following exposure to spotter-based revision. Students may demonstrate improved recognition and identification of commonly encountered structures, better use of anatomical landmarks, and increased ability to distinguish between structures with similar appearances. Variations may also be observed in students’ performance across different anatomical regions and types of practical materials used during the revision activities. The findings will be useful to anatomists, anatomy educators, practical instructors, medical educators, and curriculum developers by providing information on the potential contribution of structured spotter-based revision to practical anatomy learning. The study may help identify areas where repeated visual identification, specimen exposure, timed practical exercises, and immediate feedback can support students’ preparation for practical anatomy assessments. It may also contribute to the development of structured revision strategies for practical anatomy courses. The study will conclude by assessing the effect of spotter-based revision on students’ ability to identify anatomical structures and determining its potential contribution to practical anatomy learning. It is recommended that appropriately structured spotter-based revision activities should be incorporated into anatomy learning alongside conventional teaching and practical sessions. Further studies involving larger and more diverse student populations and different practical revision formats are also recommended.

Keywords: Spotter-based revision, anatomical structure identification, anatomy education, undergraduate students, practical anatomy, anatomy learning, anatomical specimens, anatomical identification, practical assessment, anatomy revision, anatomical landmarks, visual recognition, anatomy teaching, practical learning, medical education.