Utilizing images-based self-directed learning to promote anatomy learning during neuroanatomy module

Anil Kumar; Ehab Elzawawy

doi:10.18203/2320-6012.ijrms20263534

Authors

Anil Kumar Department of Anatomy, JIET Medical College and Hospital, Jodhpur, Rajasthan, India
Ehab Elzawawy Department of Anatomy and Neurobiology, College of Medicine and Health Sciences (CoMHS), National University of Science and Technology (NUST), Sohar, Oman

DOI:

https://doi.org/10.18203/2320-6012.ijrms20263534

Keywords:

Blended learning, Medical education, Psychomotor domain, Affective domain, Image-based learning, Anatomy education, Student perception, Cognitive domain

Abstract

Background: Anatomy education is fundamental to medical training, yet conventional approaches such as cadaveric dissection may be constrained by limited resources, large class sizes, faculty shortages, and ethical considerations. Image-based learning incorporating radiological images and interactive three-dimensional models may serve as a useful adjunct by enhancing conceptual understanding and student engagement. This study evaluated medical students’ perceptions of image-based identification sessions across cognitive, affective, and psychomotor domains.

Methods: A cross-sectional study was conducted during the 2022-2023 academic year among 137 second year (MD2) medical students at the College of Medicine and Health Sciences, National University, Sohar, Oman. Ethical approval was obtained, and informed consent was secured in English and Arabic. Students completed pre- and post-tests and a 12-item questionnaire administered through Google Forms. Items assessed the three learning domains using a five-point Likert scale. Data were analysed descriptively.

Results: Students reported positive perceptions across all three domains. In the cognitive domain, 81% agreed or strongly agreed that image-based sessions improved understanding and recall of anatomical concepts. In the affective domain, 83% reported enhanced enjoyment, confidence, and motivation for active participation. In the psychomotor domain, 79% indicated improved clarification of anatomical concepts, information-processing skills, and self-directed learning. Overall, approximately 80% considered the sessions effective and satisfactory.

Conclusions: Image-based identification sessions were positively perceived and supported learning across cognitive, affective, and psychomotor domains. While not a replacement for cadaveric dissection, image-based learning represents an effective adjunct that can support blended, student-centred anatomy curricula, particularly in resource-constrained educational settings.

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