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Comparative Study of Case-Based and Lecture-Based Learning of Clinical Anatomy

Abstract

The study compares case-based learning and lecture-based learning in the acquisition of clinical anatomy knowledge among undergraduate students. Clinical anatomy involves the application of anatomical knowledge to the understanding of normal body structures, clinical conditions, physical examination findings, diagnostic procedures, and common medical interventions. Case-based learning presents anatomical concepts through clinical scenarios that encourage students to relate anatomical structures to practical situations, while lecture-based learning provides structured instruction through direct presentation of information by an instructor. Comparing these approaches may provide useful information on their effectiveness in supporting clinical anatomy learning. The study will assess students’ understanding of clinical anatomy before and after exposure to case-based and lecture-based learning approaches. The specific objectives will include determining students’ baseline knowledge of clinical anatomy, assessing their performance following case-based learning, evaluating their performance following lecture-based learning, and comparing students’ ability to apply anatomical knowledge to clinical scenarios under both learning approaches. Areas such as anatomical identification, structural relationships, clinical application, interpretation of basic clinical situations, and recall of relevant anatomical information will be considered. 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 case-based learning and lecture-based learning groups. Data will be collected using standardized clinical anatomy knowledge tests containing objective questions, clinical scenarios, diagrams, and structure-identification tasks. Pre-test and post-test scores will be obtained and analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential statistical tests will be used to determine differences between the two learning groups. The study is expected to reveal differences in students’ clinical anatomy learning outcomes following exposure to case-based and lecture-based instruction. Case-based learning is expected to encourage stronger application of anatomical knowledge to clinical situations by helping students connect anatomical structures with symptoms, examination findings, and practical clinical problems. Lecture-based learning may provide structured coverage of anatomical concepts and support the acquisition of foundational knowledge. However, students may continue to experience difficulties with complex anatomical relationships, unfamiliar clinical scenarios, and structures that require strong spatial understanding. The findings will be useful to anatomists, anatomy educators, medical educators, curriculum planners, and other health science professionals involved in undergraduate clinical anatomy education. The study may provide useful information on how different instructional approaches support students’ understanding and application of anatomical knowledge. It may also contribute to the development of teaching strategies that improve students’ ability to connect theoretical anatomy with clinical practice and encourage active engagement with clinically relevant anatomical concepts. The study will conclude by comparing the learning outcomes associated with case-based and lecture-based approaches to clinical anatomy education among the selected undergraduate students. It is recommended that anatomy educators consider the use of appropriate clinical scenarios alongside structured teaching when presenting clinically relevant anatomical concepts, while further studies involving larger and more diverse student populations should be conducted to provide broader evidence on effective approaches to clinical anatomy education.

Keywords: Case-based learning, lecture-based learning, clinical anatomy, anatomy education, undergraduate students, clinical application, anatomical knowledge, anatomy learning, medical education, active learning, clinical scenarios, anatomical structures, knowledge retention, practical anatomy, health science education.