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Comparative Study of Specimen Photography and Live Demonstration for Anatomy Practical Revision

Abstract

The study compares specimen photography and live demonstration as approaches for anatomy practical revision among undergraduate students. Anatomy practical revision requires students to recognize anatomical structures, landmarks, spatial relationships, and distinguishing features from specimens and other practical materials. Specimen photography provides students with static visual records of anatomical specimens that can be reviewed repeatedly, while live demonstration allows students to observe anatomical structures directly as an instructor explains their features and relationships. Comparing these approaches may provide useful information on their effectiveness in supporting practical anatomy revision and structure recognition. The specific objectives will include determining students’ baseline practical anatomy knowledge, assessing their performance following revision with specimen photographs, evaluating their performance following live demonstration, and comparing students’ ability to identify anatomical structures, landmarks, and structural relationships under both revision approaches. Attention will also be given to students’ ability to recognize structures from different orientations and distinguish closely related anatomical structures during practical assessment. A comparative 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 specimen photography and live demonstration revision groups. The specimen photography group will revise using standardized photographs of anatomical specimens, while the live demonstration group will participate in instructor-led demonstrations involving relevant specimens. Data will be collected using standardized practical anatomy tests involving specimen identification, labelled and unlabelled images, anatomical landmarks, and questions on structural relationships. The data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential statistical tests will be applied to compare the performance of the two groups. The study is expected to reveal differences in practical anatomy revision outcomes between students exposed to specimen photography and those exposed to live demonstrations. Live demonstration may provide students with clearer opportunities to observe structures from different perspectives and receive immediate explanations, while specimen photography may allow repeated and flexible review of anatomical features outside the practical laboratory. Students in both groups may continue to experience difficulties with small, deep, damaged, closely related, or visually similar structures. The findings will be useful to anatomists, anatomy educators, medical educators, curriculum planners, and other health science educators involved in practical anatomy teaching and revision. The study may provide useful information on the educational value of static photographic resources and direct demonstration for practical anatomy learning. It may also contribute to the development of supplementary revision strategies that combine accessible visual resources with direct practical exposure to support students’ preparation for anatomy practical examinations. The study will conclude by comparing the effectiveness of specimen photography and live demonstration for anatomy practical revision among the selected undergraduate students. It is recommended that both visual photographic resources and direct demonstrations be appropriately incorporated into practical anatomy revision where suitable, with emphasis on repeated exposure to anatomical structures and clear identification of relevant landmarks and relationships, while further studies involving larger and more diverse student populations should be conducted to provide broader evidence on effective practical anatomy revision methods.

Keywords: Specimen photography, live demonstration, anatomy practical revision, anatomy education, undergraduate students, practical anatomy, anatomical structure identification, anatomical specimens, anatomical landmarks, visual learning, anatomy revision, practical assessment, anatomical relationships, anatomy learning, medical education.