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Effect of Structured Dissection Checklists on Students’ Identification of Anatomical Structures

Abstract

The study examines the effect of structured dissection checklists on students’ identification of anatomical structures among undergraduate students. Dissection checklists provide an organized sequence of anatomical structures, landmarks, relationships, and practical tasks that students are expected to observe and identify during dissection sessions. The use of structured checklists may help students focus their attention on relevant structures, follow practical activities systematically, and reduce the likelihood of overlooking important anatomical features. The study will therefore investigate whether structured dissection checklists can improve students’ ability to identify anatomical structures during practical anatomy sessions. The specific objectives will include determining students’ baseline ability to identify anatomical structures, assessing their performance after using structured dissection checklists, evaluating their ability to recognize anatomical landmarks and relationships, and comparing structure-identification performance before and after exposure to checklist-guided dissection activities. Attention will be given to students’ identification of major anatomical structures, smaller structures, closely related structures, and relevant landmarks encountered during practical dissection. A quasi-experimental research design will be adopted for the study. Undergraduate students enrolled in anatomy or related health science programmes will be selected using an appropriate sampling technique and assigned to suitable study groups. The intervention group will use structured dissection checklists during practical sessions, while the comparison group will participate in conventional dissection activities without the additional checklists. Data will be collected using standardized practical anatomy assessments involving cadaveric specimens, prosections, anatomical models, diagrams, or images, depending on the available practical resources. The data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential statistical tests will be used to determine differences between the study groups. The study is expected to reveal improved identification of anatomical structures among students who use structured dissection checklists. Checklist-guided activities may help students systematically locate structures, recognize important landmarks, distinguish adjacent structures, and connect observed features with previously learned anatomical information. However, students may continue to experience difficulties when identifying small, deep, damaged, closely related, or visually similar structures, particularly when specimens vary from expected anatomical presentations. The findings will be useful to anatomists, anatomy educators, medical educators, curriculum planners, and other health science educators involved in practical anatomy instruction. The study may provide useful information on the value of structured practical learning materials in improving students’ organization and performance during dissection sessions. It may also contribute to the development of practical teaching strategies that encourage systematic observation, active participation, repeated identification practice, and effective application of theoretical anatomical knowledge. The study will conclude by determining the effect of structured dissection checklists on students’ identification of anatomical structures. It is recommended that appropriately designed checklists be incorporated into dissection activities to guide students through relevant structures and practical objectives, while further studies involving larger and more diverse student populations should be conducted to evaluate their effectiveness across different regions and areas of practical anatomy education.

Keywords: Structured dissection checklists, anatomical structure identification, anatomy education, undergraduate students, practical anatomy, cadaveric dissection, anatomical structures, anatomical landmarks, dissection activities, anatomy learning, practical assessment, structure recognition, anatomical relationships, dissection teaching, medical education.