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Assessment of Students’ Knowledge of Hygiene Practices in Anatomy Dissection Laboratories

Abstract

The study examines students’ knowledge of hygiene practices in anatomy dissection laboratories, with emphasis on the measures required to maintain cleanliness, reduce exposure to biological and chemical hazards, and promote a safe practical learning environment. Anatomy dissection laboratories involve the handling of human cadaveric specimens, preservation chemicals, instruments, and other materials that require appropriate hygiene practices. Adequate knowledge of laboratory hygiene is therefore important for protecting students and staff and maintaining appropriate standards during practical anatomy sessions. The study will assess students’ knowledge of hygiene practices in anatomy dissection laboratories and determine their understanding of appropriate procedures for maintaining personal and laboratory hygiene. The study will specifically assess knowledge of hand hygiene, use of personal protective equipment, appropriate handling of dissection instruments, cleaning and disinfection of work surfaces, proper handling of specimens and materials, waste disposal, and hygiene practices before and after practical sessions. A cross-sectional descriptive research design will be adopted for the study. Undergraduate students who participate in anatomy dissection laboratory sessions will be selected using an appropriate sampling technique. Data will be collected using a structured and validated questionnaire designed to assess students’ knowledge of hygiene practices and laboratory safety procedures. The data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential tests may be applied to examine relevant differences or associations. The study is expected to reveal varying levels of knowledge of hygiene practices among the students. Students may demonstrate stronger knowledge of commonly emphasized practices such as hand hygiene and the use of protective clothing, while areas such as instrument decontamination, surface disinfection, specimen handling, waste segregation, and appropriate procedures following laboratory sessions may reveal knowledge gaps. Differences may also be observed in students’ understanding of hygiene practices associated with prolonged or repeated exposure to the dissection laboratory environment. The findings will be useful to anatomists, anatomy educators, laboratory instructors, medical educators, and institutional safety personnel involved in practical anatomy education. The study may provide information on students’ existing knowledge of laboratory hygiene and identify areas requiring additional attention during practical instruction. The findings may also support the development of laboratory orientation programmes, hygiene guidelines, demonstrations, and regular safety reminders to promote appropriate practices among students. The study will conclude by documenting students’ knowledge of hygiene practices in anatomy dissection laboratories and identifying areas where additional instruction may be required. It is recommended that laboratory hygiene procedures be clearly communicated and consistently reinforced through practical demonstrations, appropriate signage, supervision, and periodic safety education. Further studies involving larger and more diverse student populations are also recommended to provide broader evidence on hygiene knowledge and practices in anatomy dissection laboratories.

Keywords: Anatomy dissection laboratory, hygiene practices, undergraduate students, anatomy education, laboratory hygiene, hand hygiene, personal protective equipment, specimen handling, instrument hygiene, surface disinfection, waste disposal, laboratory safety, dissection practical, infection prevention, safety education.