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Effect of Case-Based Learning on Students’ Application of Gross Anatomy Knowledge

Abstract

The study examines the effect of case-based learning on students’ application of gross anatomy knowledge, with emphasis on how the use of realistic clinical and anatomical cases may improve students’ ability to apply theoretical knowledge to practical and clinically relevant situations. Gross anatomy involves understanding the structure, position, and relationships of body parts, while effective application requires students to connect this knowledge with clinical findings and common healthcare situations. Case-based learning may provide an opportunity for students to actively interpret anatomical information and relate it to real-life contexts. The study will assess the effect of case-based learning on students’ application of gross anatomy knowledge. The specific objectives will include determining students’ level of anatomy knowledge before exposure to case-based learning, assessing their ability to apply anatomical knowledge to selected cases after the intervention, comparing the application performance of students exposed to case-based learning with those receiving conventional instruction, and identifying anatomical areas in which students experience difficulty when applying knowledge to clinical scenarios. A quasi-experimental research design will be adopted for the study. An appropriate sample of undergraduate students studying human anatomy or related health science courses will be selected using an appropriate sampling technique and assigned to relevant study groups. Data will be collected using standardized gross anatomy knowledge tests, case-based questions, and practical or image-based assessment tasks administered before and after the intervention. The data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential tests will be applied to determine differences in students’ application of gross anatomy knowledge. The study is expected to reveal improved application of gross anatomy knowledge among students exposed to case-based learning. Students may demonstrate greater ability to identify relevant anatomical structures, explain anatomical relationships, and apply structural knowledge to clinical scenarios compared with students receiving conventional instruction. However, cases involving complex anatomical relationships, deep structures, or multiple interconnected systems may remain more challenging for some students. The findings will be useful to anatomists, anatomy educators, curriculum planners, and health science educators involved in undergraduate anatomy teaching. The study may provide evidence on the value of case-based learning in bridging the gap between theoretical gross anatomy and practical clinical application. It may also support the incorporation of structured anatomical cases, clinical scenarios, discussion activities, and problem-solving exercises into anatomy education to promote active and clinically relevant learning. The study will conclude by determining the effect of case-based learning on students’ application of gross anatomy knowledge. It is recommended that case-based learning should be appropriately integrated with conventional lectures, practical anatomy sessions, anatomical specimens, models, and other visual learning resources. Further studies involving larger student populations and longer follow-up periods are recommended to establish the sustained contribution of case-based learning to the application and retention of gross anatomy knowledge.

Keywords: Case-based learning, gross anatomy, anatomy knowledge, knowledge application, anatomy education, undergraduate students, clinical anatomy, case-based teaching, anatomical structures, anatomical relationships, anatomy learning, practical anatomy, clinical scenarios, active learning, medical education.