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Effect of Case-Based Learning on Students’ Understanding of Anatomical Basis of Fractures

Abstract

The study examines the effect of case-based learning on students’ understanding of the anatomical basis of fractures. Understanding fractures requires students to relate knowledge of bones, joints, muscles, blood vessels, nerves, and surrounding soft tissues to the location and nature of skeletal injuries. Conventional teaching may provide students with foundational anatomical information, but students may experience difficulty applying this knowledge to fracture-related clinical situations. Case-based learning provides an opportunity to present realistic fracture scenarios that encourage students to connect anatomical structures and relationships with injury patterns and clinical findings. The study will assess students’ baseline understanding of the anatomical basis of fractures and determine the effect of case-based learning on their ability to apply anatomical knowledge to selected fracture scenarios. The learning activities will involve clinical cases describing different fracture locations and associated anatomical features. Students will be guided to identify affected bones and regions, relevant joints and landmarks, nearby muscles, nerves and blood vessels, and possible anatomical implications of the injuries. Discussions will encourage students to explain the relationship between the anatomical structures involved and the clinical presentation of each case. A quasi-experimental research design will be adopted for the study. Undergraduate anatomy students will be selected using an appropriate sampling technique and assigned to a case-based learning group and a comparison group receiving conventional anatomy instruction. The intervention group will participate in structured case discussions, while both groups will undergo standardized assessments before and after the instructional period. Data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, with appropriate inferential tests used to determine differences in students’ understanding between the groups. The study is expected to reveal improved understanding of the anatomical basis of fractures among students exposed to case-based learning. Students may demonstrate better ability to identify fracture-related anatomical structures, recognize relevant landmarks, explain anatomical relationships, and relate injuries to possible involvement of surrounding nerves, blood vessels, muscles, and joints. The contextual nature of the cases may also improve students’ ability to apply anatomical knowledge to unfamiliar situations. However, complex fractures involving multiple anatomical structures may remain challenging for some students. The findings will be useful to anatomists, anatomy educators, clinical educators, curriculum planners, and undergraduate students by providing information on the potential value of case-based learning in teaching applied anatomy. The findings may support the integration of relevant fracture cases into anatomy lessons, practical activities, revision sessions, and assessments. Case-based learning may also help students appreciate the clinical relevance of anatomical knowledge and strengthen their ability to transfer foundational anatomy concepts to injury-related situations. The study will conclude by determining the effect of case-based learning on students’ understanding of the anatomical basis of fractures. It is recommended that appropriately designed fracture-related clinical cases be incorporated into anatomy teaching to provide students with opportunities to apply anatomical knowledge in meaningful clinical contexts. Further studies involving larger and more diverse student populations should be conducted to evaluate the long-term effectiveness of case-based learning in improving students’ understanding and application of applied musculoskeletal anatomy.

Keywords: Case-based learning, anatomical basis of fractures, anatomy education, undergraduate students, fracture anatomy, applied anatomy, musculoskeletal anatomy, anatomical structures, bones, joints, anatomical landmarks, nerves and blood vessels, clinical anatomy, anatomy teaching, medical education.