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Relationship Between Dissection Experience and Anatomical Structure Recall

Abstract

The study examines the relationship between dissection experience and anatomical structure recall among undergraduate students, with emphasis on how exposure to cadaveric dissection may influence students’ ability to remember and retrieve anatomical information. Dissection provides direct three-dimensional exposure to anatomical structures and allows students to observe their location, appearance, relationships, attachments, and variations. Repeated practical exposure through dissection may therefore contribute to the development and retention of anatomical knowledge. The study will assess students’ level of dissection experience and their ability to recall anatomical structures. The specific objectives will include determining the extent of students’ exposure to cadaveric dissection, assessing their recall of selected anatomical structures, examining the relationship between dissection experience and anatomical structure recall, and identifying categories of structures that students experience greater difficulty in recalling. The study will also assess students’ ability to recall anatomical landmarks, structural relationships, and distinguishing features following practical exposure. 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 on students’ dissection experience and a standardized anatomical structure recall assessment involving written, image-based, or practical recall tasks. 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 applied to determine the relationship between dissection experience and anatomical structure recall. The study is expected to reveal a positive relationship between dissection experience and anatomical structure recall. Students with greater and more consistent exposure to cadaveric dissection may demonstrate better recall of anatomical structures, landmarks, spatial relationships, and distinguishing features. However, small, deep, closely related, or less frequently encountered structures may remain more difficult to recall despite increased practical exposure. The findings will be useful to anatomists, anatomy educators, curriculum planners, and health science educators involved in practical anatomy teaching. The study may provide useful evidence on the contribution of cadaveric dissection to the retention and recall of anatomical knowledge and may support the continued integration of appropriate dissection experiences into anatomy education. The findings may also assist educators in identifying structures that require additional practical demonstration, revision, and reinforcement. The study will conclude by determining the relationship between dissection experience and anatomical structure recall among the study population. It is recommended that students should be provided with adequate and structured opportunities for cadaveric dissection and repeated practical exposure to important anatomical structures. Further studies involving larger and more diverse student populations, as well as longer follow-up periods, are recommended to determine the sustained relationship between dissection experience and long-term anatomical knowledge retention.

Keywords: Dissection experience, anatomical structure recall, cadaveric dissection, anatomy education, undergraduate students, anatomical knowledge, knowledge retention, anatomy learning, anatomical structures, practical anatomy, anatomical identification, anatomical landmarks, spatial relationships, cadaver-based learning, medical education.