Perception, attitude and knowledge of anatomical structures observed in the dissection hall-MLS students, national university: dissection based anatomy learning in MLS students

Abstract

Background: Cadaveric dissection remains an important component of anatomy education, but evidence on its value for allied health students is limited. This study assessed medical laboratory science (MLS) students’ perceptions, attitudes, self-reported knowledge, and satisfaction regarding dissection hall-based anatomy learning.

Methods: A descriptive cross-sectional survey was conducted among 41 MLS students at the National University, Sultanate of Oman, during 2025. Data were collected using a 12-item, five-point Likert-scale questionnaire. Descriptive statistics, Wilcoxon signed-rank, Friedman, post-hoc Wilcoxon, and Spearman correlation tests were used. Statistical significance was set at p<0.05.

Results: Students showed highly favorable perceptions (mean 4.22±0.43) and attitudes (4.07±0.52) toward dissection-based learning. Satisfaction was moderately positive (3.56±0.74), while knowledge scores were comparatively lower (3.31±0.67). Perception and attitude were significantly higher than knowledge (p<0.001). Agreement was highest for perception (88.6%) and attitude (81.3%), but only 48.8% for knowledge. No significant correlations were found among the study domains.

Conclusions: The findings indicate that students value dissection and demonstrate positive attitudes, but these favorable responses do not necessarily translate into comparable perceived knowledge gains. Structured preparation, guided identification, faculty facilitation, and post-dissection reinforcement may help strengthen learning outcomes. Cadaveric dissection remains a valuable component of MLS anatomy education. A structured, learner-cantered, and blended approach may better convert positive dissection experiences into anatomical knowledge and competence.