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Effect of Structured Dissection Guides on Students’ Performance During Practical Anatomy

Abstract

The study examines the effect of structured dissection guides on students’ performance during practical anatomy among undergraduate students. Dissection guides provide organized instructions, anatomical objectives, procedural steps, identification points, and relevant questions that can help students navigate practical dissection sessions systematically. Structured guidance may improve students’ preparation, observation, identification of anatomical structures, and understanding of relationships between structures encountered during dissection. The study will therefore investigate whether the use of structured dissection guides can improve students’ performance during practical anatomy sessions. The specific objectives will include determining students’ baseline practical anatomy performance, assessing their performance following the use of structured dissection guides, evaluating their ability to identify anatomical structures during dissection, and determining their understanding of anatomical relationships and landmarks encountered during practical sessions. Attention will also be given to students’ ability to follow dissection procedures, recognize relevant structures, use appropriate anatomical terminology, and apply theoretical knowledge during practical activities. A quasi-experimental research design will be adopted for the study. Undergraduate students enrolled in anatomy or related health science programmes will be selected using an appropriate sampling technique and assigned to suitable study groups. The intervention group will use structured dissection guides during practical anatomy sessions, while the comparison group will participate in conventional dissection sessions without the additional structured guides. Data will be collected using standardized practical anatomy assessments involving anatomical identification, landmark recognition, structural relationships, procedural tasks, and relevant oral or written questions. Data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential statistical tests will be applied to determine differences between the study groups. The study is expected to reveal improved practical anatomy performance among students exposed to structured dissection guides. Students using the guides may demonstrate better organization during dissection, improved identification of anatomical structures, clearer recognition of anatomical landmarks, and greater understanding of relationships between adjacent structures. However, students may continue to experience difficulties when identifying small, deep, closely related, damaged, or unfamiliar structures during practical sessions. The findings will be useful to anatomists, anatomy educators, medical educators, curriculum planners, and other health science educators involved in practical anatomy instruction. The study may provide useful information on the value of structured learning materials in supporting students during cadaveric dissection and practical anatomy activities. It may also contribute to the development of practical teaching strategies that promote systematic observation, active participation, independent learning, and effective application of theoretical anatomical knowledge. The study will conclude by determining the effect of structured dissection guides on students’ performance during practical anatomy. It is recommended that clearly organized and appropriately designed dissection guides be incorporated into practical anatomy sessions where suitable to support students’ preparation and identification of anatomical structures, while further studies involving larger and more diverse student populations should be conducted to evaluate their effectiveness across different areas of practical anatomy education.

Keywords: Structured dissection guides, practical anatomy, anatomy education, undergraduate students, cadaveric dissection, anatomical identification, practical anatomy performance, anatomical structures, anatomical landmarks, dissection procedures, anatomy learning, anatomical relationships, practical assessment, dissection teaching, medical education.