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Effect of Prosection Demonstration on Students’ Identification of Anatomical Structures

Abstract

The study examines the effect of prosection demonstration on students’ identification of anatomical structures, focusing on the use of prepared anatomical specimens as a practical teaching approach in human anatomy education. Prosection demonstrations provide students with opportunities to observe clearly exposed anatomical structures and their relationships without undertaking the complete dissection process themselves. This approach may support direct observation and help students develop greater familiarity with the appearance, location, and arrangement of anatomical structures. The study will assess the effect of prosection demonstration on students’ ability to identify anatomical structures and determine its influence on the recognition of anatomical landmarks, structural relationships, spatial orientation, and distinguishing features of selected anatomical regions. The study will also examine students’ perceptions of prosection demonstrations, including their usefulness, clarity, accessibility, and contribution to practical anatomy learning. A quasi-experimental research design will be adopted for the study. Undergraduate students studying human anatomy or anatomy-related courses will be selected using an appropriate sampling technique and assigned to relevant instructional groups where applicable. Data will be collected using a structured anatomical identification assessment and a validated questionnaire designed to assess students’ identification ability and perceptions of prosection demonstrations. The data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential tests will be applied to determine differences between relevant groups. The study is expected to reveal differences in students’ ability to identify anatomical structures following exposure to prosection demonstrations. Students exposed to prosected specimens may demonstrate improved recognition of anatomical structures, identification of anatomical landmarks, understanding of spatial relationships, and differentiation of structures with similar appearances. Variations may also be observed in students’ perceptions of the clarity and practical usefulness of prosection demonstrations during anatomy learning. The findings will be useful to anatomists, anatomy educators, laboratory instructors, medical educators, and curriculum developers involved in practical anatomy education. The study may provide information on the contribution of prosection demonstrations to anatomical identification and support the development of practical teaching strategies that provide students with clear and guided exposure to anatomical structures. The findings may also assist educators in combining prosection demonstrations with other practical learning approaches. The study will conclude by documenting the contribution of prosection demonstration to students’ identification of anatomical structures and identifying areas where prosection-based practical instruction may be strengthened. It is recommended that prosection demonstrations be appropriately integrated into anatomy practical sessions with clear explanations, adequate specimen preparation, and opportunities for guided student observation and identification. Further studies involving larger and more diverse student populations and different anatomical regions are also recommended.

Keywords: Prosection demonstration, anatomical identification, anatomical structures, prosection, anatomy education, practical anatomy, undergraduate students, anatomical specimens, anatomical landmarks, spatial relationships, anatomy learning, specimen identification, anatomy teaching, practical learning, human anatomy.