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Relationship Between Availability of Anatomy Models and Students’ Practical Performance

Abstract

The study examines the relationship between the availability of anatomy models and students’ practical performance in anatomy education. Anatomy models provide three-dimensional representations of human body structures and serve as important instructional resources for helping students visualize, identify, and understand anatomical relationships during practical learning. Their availability may influence students’ opportunities to develop accurate structure recognition and practical anatomy skills. The study will assess the availability and adequacy of anatomy models used for practical anatomy teaching and determine the level of students’ practical performance. Specific objectives will include identifying the types of anatomy models available, assessing their adequacy and accessibility during practical sessions, determining students’ performance in anatomical structure identification, and examining the relationship between model availability and practical performance. A cross-sectional descriptive research design will be adopted for the study. Undergraduate anatomy students will be selected using an appropriate sampling technique. Data will be collected using a structured questionnaire and standardized practical assessment involving the identification and recognition of selected anatomical structures using available models. Data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential statistics will be used to determine the relationship between anatomy model availability and students’ practical performance. The study is expected to reveal variations in the availability, adequacy, accessibility, and condition of anatomy models used during practical anatomy sessions. Students with greater access to adequate and suitable models are expected to demonstrate better performance in identifying anatomical structures and understanding their spatial relationships. Limited availability, insufficient numbers, poor condition, or restricted access to models may be associated with difficulties in structure recognition and practical learning. The findings will be useful to anatomists, anatomy educators, medical educators, laboratory managers, institutional administrators, and curriculum planners. The study may provide useful information on the importance of adequate anatomical models in supporting practical anatomy education and may assist institutions in identifying areas where practical teaching resources require improvement. The findings may also contribute to the planning and provision of appropriate instructional resources for anatomy laboratories. The study will conclude by establishing the relationship between the availability of anatomy models and students’ practical performance. It is recommended that anatomy teaching laboratories should provide adequate, relevant, accessible, and well-maintained anatomical models to support practical learning, while further studies involving larger student populations and different institutions should be conducted to provide broader evidence on the role of anatomy models in practical anatomy education.

Keywords: Anatomy models, practical performance, anatomy education, undergraduate students, practical anatomy, anatomical structure identification, anatomy laboratory, three-dimensional models, anatomical learning, instructional resources, practical learning, anatomical structures, student performance, anatomy teaching, medical education.