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Assessment of Students’ Perception of Anatomical Drawing as a Learning Method

Abstract

The study examines students’ perception of anatomical drawing as a learning method in human anatomy, with emphasis on the use of student-generated drawings to represent anatomical structures, relationships, orientation, and organization. Anatomical drawing provides learners with an opportunity to actively observe, interpret, and reproduce anatomical features, which may support visual learning and improve attention to structural details. The method may also encourage students to engage more actively with anatomical concepts during their learning activities. The study will assess students’ perception of anatomical drawing as a learning method and determine their views regarding its usefulness, ease of application, ability to improve understanding, and contribution to retention of anatomical knowledge. The study will also examine students’ perceptions of the extent to which drawing activities may assist them in identifying anatomical structures, understanding spatial relationships, interpreting anatomical orientation, and recalling important anatomical features. A cross-sectional descriptive research design will be adopted for the study. Undergraduate students who have received instruction in human anatomy and have experience with anatomical drawing activities will be selected using an appropriate sampling technique. Data will be collected using a structured and validated questionnaire designed to assess students’ perceptions and experiences of anatomical drawing as a learning method. 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 varied perceptions of anatomical drawing among the students, with many students potentially recognizing its usefulness in improving observation, structural identification, spatial understanding, and recall of anatomical information. Differences may also be observed in students’ views regarding the ease of drawing complex structures, the time required for drawing activities, and the level of confidence students develop when using drawings to support their anatomy learning. The findings will be useful to anatomists, anatomy educators, medical educators, and curriculum developers involved in undergraduate anatomy education. The study may provide information on students’ experiences with anatomical drawing and identify aspects of the method that may support or challenge their learning. The findings may also assist educators in incorporating guided anatomical drawing exercises, labelled diagrams, and structured visual activities into practical and theoretical anatomy teaching. The study will conclude by documenting students’ perceptions of anatomical drawing as a learning method and identifying its perceived contributions to anatomy education. It is recommended that anatomical drawing activities be appropriately guided and integrated with other established anatomy learning methods to promote accurate representation of structures and meaningful understanding of anatomical relationships. Further studies involving larger and more diverse student populations are also recommended to provide broader evidence on the educational value of anatomical drawing.

Keywords: Anatomical drawing, anatomy learning, human anatomy, students’ perception, anatomy education, visual learning, anatomical structures, anatomical illustration, undergraduate students, spatial relationships, anatomical orientation, structural identification, visual representation, anatomy teaching, practical learning.