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Effect of Concept Mapping on Students’ Understanding of Anatomical Relationships

Abstract

The study examines the effect of concept mapping on students’ understanding of anatomical relationships, with emphasis on how visual representation of related anatomical structures may improve students’ ability to organize, connect, and interpret anatomical information. Anatomical relationships involve the position, arrangement, continuity, and functional connections between structures and are essential for understanding regional and systemic anatomy. Concept mapping provides a structured learning approach that allows students to represent anatomical concepts and their relationships through interconnected ideas and visual links. The study will assess the effect of concept mapping on students’ understanding of anatomical relationships. The specific objectives will include determining students’ level of understanding of anatomical relationships before exposure to concept mapping, assessing their understanding following the intervention, comparing the performance of students exposed to concept mapping with those taught using conventional learning methods, and identifying anatomical relationships that remain difficult for students to understand. The study will also assess students’ ability to interpret structural connections and spatial relationships among selected anatomical structures. A quasi-experimental research design will be adopted for the study. An appropriate sample of undergraduate students studying human anatomy or related health science courses will be selected using an appropriate sampling technique and assigned to relevant study groups. Data will be collected using standardized anatomy tests involving questions, diagrams, and practical or image-based tasks designed to assess students’ understanding of anatomical relationships before and after the intervention. The data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential tests will be applied to determine differences in performance between the study groups. The study is expected to reveal improved understanding of anatomical relationships among students exposed to concept mapping. Students may demonstrate better ability to connect related structures, identify spatial arrangements, and explain the relationships between anatomical components. However, relationships involving deep structures, closely positioned structures, multiple anatomical planes, or complex regional arrangements may remain relatively difficult for some students. The findings will be useful to anatomists, anatomy educators, curriculum planners, and health science educators involved in undergraduate anatomy teaching. The study may provide useful evidence on the value of concept mapping as an active and visual learning strategy for improving students’ understanding of complex anatomical relationships. It may also support the integration of concept maps with diagrams, anatomical models, specimens, and other instructional resources used in anatomy education. The study will conclude by determining the effect of concept mapping on students’ understanding of anatomical relationships. It is recommended that concept mapping should be appropriately incorporated into anatomy teaching and revision, particularly when teaching topics involving complex structural connections and spatial arrangements. Further studies involving larger student populations and different anatomical regions are recommended to provide broader evidence on the effectiveness of concept mapping in anatomy education.

Keywords: Concept mapping, anatomical relationships, anatomy education, undergraduate students, anatomy learning, anatomical structures, spatial relationships, anatomical knowledge, structural relationships, visual learning, active learning, regional anatomy, anatomy understanding, anatomy teaching, medical education.