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Relationship Between Digital Anatomy Resource Use and Practical Anatomy Performance

Abstract

The study examines the relationship between digital anatomy resource use and practical anatomy performance among undergraduate students, with emphasis on how the use of digital learning resources may support students’ ability to identify and understand anatomical structures during practical activities. Digital anatomy resources such as three-dimensional models, digital atlases, anatomy applications, interactive diagrams, recorded demonstrations, and online learning platforms provide students with opportunities to visualize structures beyond the conventional classroom setting. Their use may therefore contribute to students’ preparation for practical anatomy examinations and laboratory activities. The study will assess students’ use of digital anatomy resources and their practical anatomy performance. The specific objectives will include determining the frequency and patterns of digital anatomy resource use among students, identifying the types of digital resources commonly used for practical anatomy learning, assessing students’ practical anatomy performance, and determining the relationship between digital resource use and students’ ability to identify anatomical structures. The study will also examine areas of practical anatomy in which students may experience greater difficulty despite using digital learning resources. A cross-sectional descriptive 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. Data will be collected using a structured questionnaire to obtain information on digital anatomy resource use and a standardized practical anatomy assessment involving anatomical specimens, models, images, or other suitable materials. The data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while an appropriate correlation or inferential statistical test will be used to determine the relationship between digital resource use and practical anatomy performance. The study is expected to reveal variations in students’ frequency and patterns of digital anatomy resource use and their practical anatomy performance. Students who make regular use of appropriate digital resources may demonstrate stronger ability to recognize anatomical structures, understand spatial relationships, and apply anatomical knowledge during practical assessments. However, some structures that are small, closely related, or difficult to visualize may remain challenging even with digital resources, particularly where students have limited direct exposure to physical specimens. The findings will be useful to anatomists, anatomy educators, curriculum planners, and health science educators involved in practical anatomy teaching. The study may provide information on the contribution of digital learning resources to practical anatomy preparation and help educators determine how such resources can complement specimens, prosections, models, and other practical teaching materials. The findings may also support the development of blended anatomy learning approaches that combine digital visualization with direct practical exposure. The study will conclude by determining the relationship between digital anatomy resource use and students’ practical anatomy performance. It is recommended that digital anatomy resources should be appropriately integrated into practical anatomy education alongside direct specimen-based learning, practical demonstrations, and structured revision activities. Further studies involving larger student populations and different categories of digital anatomy resources are recommended to provide broader evidence on their contribution to practical anatomy learning and performance.

Keywords: Digital anatomy resources, practical anatomy performance, anatomy education, undergraduate students, digital learning, anatomy applications, three-dimensional anatomy, digital atlases, anatomical visualization, practical anatomy, anatomical identification, anatomical structures, anatomy learning, spatial relationships, medical education.