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Effect of Cadaveric Dissection Experience on Students’ Retention of Gross Anatomy Knowledge

Abstract

The study examines the effect of cadaveric dissection experience on students’ retention of gross anatomy knowledge, with emphasis on how direct exposure to human anatomical specimens may influence the ability of undergraduate students to retain and recall anatomical information over time. Cadaveric dissection provides students with direct three-dimensional exposure to anatomical structures and allows them to observe relationships, variations, and spatial arrangements that may be difficult to appreciate through textbooks, diagrams, or two-dimensional images alone. Understanding its contribution to knowledge retention is important for improving practical anatomy education. The study will assess students’ gross anatomy knowledge at different stages following exposure to cadaveric dissection. The specific objectives will include determining the level of anatomical knowledge retained after cadaveric dissection, assessing students’ ability to recall anatomical structures and their relationships, examining retention of knowledge across different anatomical regions, and identifying areas of gross anatomy that may be more difficult for students to retain. The study will also consider students’ exposure to and participation in cadaveric dissection activities. A prospective descriptive or quasi-experimental research design will be adopted, depending on the selected method of assessment. An appropriate sample of undergraduate anatomy or health science students with relevant cadaveric dissection experience will be selected using an appropriate sampling technique. Data will be collected using structured anatomy knowledge tests and standardized practical identification exercises administered at appropriate intervals following dissection exposure. The data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential tests may be applied to determine changes or differences in knowledge retention. The study is expected to reveal that students with greater or more consistent exposure to cadaveric dissection may demonstrate stronger retention and recall of gross anatomy knowledge. Retention may be more evident for structures that students directly observe, identify, and relate spatially during dissection, while smaller, deeper, or closely related structures may present greater recall difficulties. Differences in retention may also be observed across anatomical regions and between different periods following dissection exposure. The findings will be useful to anatomists, anatomy educators, medical and health science educators, curriculum planners, and institutions responsible for practical anatomy training. The study may provide useful information on the educational contribution of cadaveric dissection and support the development of practical teaching approaches that strengthen long-term retention of gross anatomy knowledge. It may also assist educators in identifying anatomical areas that require repeated practical exposure or additional revision. The study will conclude by determining the relationship between cadaveric dissection experience and students’ retention of gross anatomy knowledge. It is recommended that cadaveric dissection be appropriately integrated with structured revision, practical identification exercises, and other complementary learning resources to promote sustained anatomical knowledge. Further studies involving larger student populations and longer follow-up periods are recommended to provide broader evidence on the long-term educational value of cadaver-based anatomy learning.

Keywords: Cadaveric dissection, gross anatomy, knowledge retention, anatomy education, undergraduate students, cadaver-based learning, anatomical knowledge, practical anatomy, anatomical identification, anatomy learning, dissection experience, anatomical structures, practical assessment, anatomy teaching, medical education.