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Assessment of Students’ Perception of Prosection-Based Learning in Human Anatomy

Abstract

The study examines students’ perception of prosection-based learning in human anatomy, with emphasis on how students view the use of prepared anatomical specimens as a method of learning and understanding human anatomical structures. Prosection involves the preparation and dissection of anatomical specimens by an experienced individual before they are presented to students for observation and study. The approach provides students with direct exposure to anatomical structures and may support the understanding of spatial relationships, structural identification, and practical anatomy. The study will assess students’ perceptions of prosection-based learning in human anatomy and determine their views regarding its usefulness, clarity, accessibility, and contribution to anatomy learning. The study will also examine students’ perceived ability to identify anatomical structures, understand three-dimensional relationships, relate theoretical knowledge to practical anatomy, and develop confidence during practical learning sessions involving prosected specimens. A cross-sectional descriptive research design will be adopted for the study. Undergraduate students who have participated in anatomy practical sessions involving prosected specimens will be selected using an appropriate sampling technique. Data will be collected using a structured and validated questionnaire designed to assess students’ perceptions of prosection-based learning and their experiences during practical anatomy sessions. 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 generally varied perceptions of prosection-based learning among the students, with differences potentially observed in areas such as understanding of anatomical structures, ease of identification, appreciation of spatial relationships, practical engagement, and confidence in anatomy learning. Some students may perceive prosection as providing useful exposure to complex structures and facilitating the connection between theoretical and practical knowledge, while others may identify limitations related to specimen availability, visibility of structures, or opportunities for direct dissection experience. 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 prosection-based practical sessions and help identify areas where the approach can be strengthened through improved specimen preparation, practical demonstrations, guided observation, and appropriate integration with other anatomy teaching methods. The study will conclude by documenting students’ perceptions of prosection-based learning and identifying the aspects of the approach that students consider useful or challenging. It is recommended that prosection-based learning be appropriately structured and supported with adequate practical guidance, suitable anatomical specimens, and complementary teaching resources to enhance students’ understanding of human anatomy. Further studies involving larger and more diverse student populations are also recommended to provide broader evidence on the use of prosection in anatomy education.

Keywords: Prosection-based learning, human anatomy, anatomy education, students’ perception, anatomical specimens, prosection, practical anatomy, anatomy learning, anatomical structures, three-dimensional anatomy, undergraduate students, practical learning, anatomy teaching, anatomical education, learning experience.