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Effect of Prosection-Based Teaching on Students’ Identification of Anatomical Structures

Abstract

The study assesses the effect of prosection-based teaching on students’ identification of anatomical structures. Prosection-based teaching involves the use of previously prepared anatomical specimens to expose and demonstrate selected structures and their relationships. This approach provides students with direct visual access to anatomical structures while allowing them to observe complex regions that may be difficult to appreciate through diagrams or theoretical descriptions alone. The study will assess the effect of prosection-based teaching on students’ ability to identify anatomical structures. The specific objectives will include determining students’ anatomical structure identification performance before exposure to prosection-based teaching, assessing their performance after the teaching intervention, evaluating their ability to recognize anatomical landmarks and spatial relationships using prosected specimens, and assessing students’ perceptions of prosection-based teaching as a practical anatomy learning approach. 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 relevant study groups where applicable. Data will be collected using a standardized anatomical structure identification assessment administered before and after the prosection-based teaching sessions, together with an appropriately structured questionnaire for assessing students’ perceptions of the teaching approach. The data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, with appropriate comparative inferential tests applied where necessary. The study is expected to show differences in students’ ability to identify anatomical structures following exposure to prosection-based teaching. Students may demonstrate improved recognition of anatomical structures, landmarks, and spatial relationships, particularly in regions where structures are closely related or difficult to visualize using conventional two-dimensional resources. Variations may also be observed in students’ perceptions of the clarity, accessibility, usefulness, and practical value of prosected specimens. The findings will be useful to anatomists, anatomy educators, practical instructors, medical educators, and curriculum developers by providing information on the potential contribution of prosection-based teaching to practical anatomy learning. The study may help identify areas where prepared specimens can complement conventional lectures, diagrams, models, and other learning resources. It may also support the development of practical teaching strategies that provide students with repeated opportunities to observe and identify anatomical structures in their natural spatial relationships. The study will conclude by assessing the effect of prosection-based teaching on students’ identification of anatomical structures and determining its potential contribution to practical anatomy education. It is recommended that appropriately prepared prosections should be incorporated into anatomy teaching where available, alongside other practical and visual learning resources. Further studies involving larger and more diverse student populations and different prosection-based teaching approaches are also recommended.

Keywords: Prosection-based teaching, anatomical structure identification, prosection, anatomy education, undergraduate students, practical anatomy, anatomical specimens, anatomy learning, anatomical landmarks, spatial relationships, practical assessment, anatomy teaching, structural identification, human anatomy, medical education.