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Relationship Between Dissection-Room Experience and Students’ Confidence in Anatomy Practical Classes

Abstract

The study examines the relationship between dissection-room experience and students’ confidence in anatomy practical classes among undergraduate students. The dissection room provides students with direct exposure to human anatomical structures through cadaveric specimens and practical demonstrations, creating opportunities to develop observational, identification, handling, and practical anatomy skills. The nature and frequency of students’ experiences in the dissection room may influence their confidence in participating in practical activities and identifying anatomical structures. The study will therefore investigate the relationship between students’ dissection-room experience and their confidence during anatomy practical classes. The specific objectives will include determining the extent of students’ exposure to dissection-room activities, assessing students’ level of confidence during anatomy practical classes, examining the relationship between dissection-room experience and confidence in practical anatomy activities, and identifying aspects of the dissection-room experience that are associated with students’ confidence. Attention will be given to students’ exposure to cadaveric specimens, participation in dissection activities, observation of anatomical structures, handling of specimens, identification of structures, and participation during practical sessions. A cross-sectional descriptive 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. Data will be collected using a structured questionnaire designed to obtain information on students’ dissection-room experience and confidence in anatomy practical classes. Confidence may be assessed in areas such as handling specimens, identifying structures, following dissection procedures, responding to practical questions, and participating in practical discussions. 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 dissection-room experience and students’ confidence. The study is expected to reveal a relationship between students’ dissection-room experience and their confidence in anatomy practical classes. Students with greater and more regular exposure to dissection-room activities may demonstrate higher confidence in handling specimens, identifying anatomical structures, following practical procedures, and responding to questions during practical sessions. However, students may continue to experience reduced confidence when working with unfamiliar, damaged, small, deep, or closely related anatomical structures. 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 how students’ experiences within the dissection room relate to their confidence during practical learning activities. It may also contribute to the development of practical teaching approaches that provide students with adequate exposure, guided participation, opportunities for repeated practice, and supportive interactions during dissection sessions. The study will conclude by determining the relationship between dissection-room experience and students’ confidence in anatomy practical classes. It is recommended that students be provided with adequate opportunities for meaningful participation in dissection-room activities, appropriate guidance during practical sessions, and repeated exposure to anatomical specimens to support confidence development, while further studies involving larger and more diverse student populations should be conducted to examine this relationship across different anatomy learning environments.

Keywords: Dissection-room experience, student confidence, anatomy practical classes, anatomy education, undergraduate students, cadaveric dissection, practical anatomy, anatomical specimens, anatomical identification, dissection experience, anatomy learning, practical skills, student participation, anatomy education environment, medical education.