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Effect of Student-Led Specimen Demonstration on Anatomy Knowledge Retention

Abstract

The study examines the effect of student-led specimen demonstration on anatomy knowledge retention among undergraduate students. Anatomy learning requires students to acquire, understand, and retain knowledge of anatomical structures, relationships, landmarks, and functional features. Conventional anatomy teaching may provide students with important foundational knowledge, but opportunities for active participation and repeated explanation may further support the retention of anatomical information. Student-led specimen demonstration involves students taking an active role in presenting and explaining anatomical structures using specimens under appropriate guidance, thereby encouraging observation, verbal explanation, peer interaction, and active engagement with anatomical content. The study will assess students’ baseline knowledge of selected anatomical structures and determine the effect of participation in student-led specimen demonstrations on their retention of anatomical knowledge. The demonstrations will involve guided identification of structures, explanation of anatomical relationships, recognition of landmarks, and discussion of relevant anatomical features. Students will be encouraged to explain identified structures to their peers while receiving supervision and correction from the instructor. Retention of knowledge will be assessed over an appropriate period following the learning activities. 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 student-led specimen demonstration group and a comparison group receiving conventional anatomy instruction. The intervention group will participate in structured specimen demonstrations, while both groups will undergo standardized assessments before and after the intervention, including a follow-up assessment where appropriate. 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 knowledge retention between the groups. The study is expected to reveal improved retention of anatomical knowledge among students who participate in student-led specimen demonstrations. Students may demonstrate better recall of anatomical structures, landmarks, relationships, and identifying features because of repeated observation, explanation, and active engagement with specimens. The approach may also improve students’ confidence in discussing anatomical structures and provide opportunities for peer learning. However, retention may remain more difficult for small, deep, closely related, damaged, or visually similar structures. The findings will be useful to anatomists, anatomy educators, curriculum planners, and academic administrators by providing information on the potential value of student participation in specimen-based teaching. The findings may support the development of practical learning activities that encourage students to take an active role in explaining and demonstrating anatomical structures while maintaining appropriate instructor supervision. The study may also provide useful information for improving students’ long-term preparation for anatomy assessments and practical learning activities. The study will conclude by determining the effect of student-led specimen demonstration on anatomy knowledge retention among undergraduate students. It is recommended that appropriately supervised student-led specimen demonstrations be incorporated as a supplementary strategy in anatomy education, with clear objectives, accurate anatomical guidance, and suitable practical materials. Further studies involving larger and more diverse student populations should be conducted to examine the long-term effectiveness of student-led demonstration activities in different areas of anatomy learning.

Keywords: Student-led specimen demonstration, anatomy knowledge retention, anatomy education, undergraduate students, practical anatomy, anatomical specimens, active learning, peer learning, anatomy teaching, anatomical structure identification, anatomical landmarks, anatomical relationships, knowledge retention, practical learning, medical education.