Integrating clinical scenarios in undergraduate anatomy teaching to enhance student engagement: A three‐year exploratory study in a small pre‐medicine cohort

Clinical scenario-based learning (CSBL) has demonstrated benefits in clinical education, but its implementation in preclinical undergraduate anatomy programs remains limited. This study explored the effects of integrating clinical scenarios into a third-year undergraduate human anatomy subject within a small pre-medicine cohort. A three-year exploratory study (2017-2019) was conducted using a mixed-methods approach. Quantitative data were collected via Likert scale questions from anonymous student questionnaires (n = 53; response rate: 88%-89%), and qualitative data were derived from open-ended responses analyzed thematically. Students had previously completed a traditionally delivered anatomy subject and were then exposed to scenario-based discussions in lectures. Most students agreed that clinical scenarios enhanced peer learning (89.1%), anatomical knowledge acquisition (91.5%), and engagement with content (87.2%). Additionally, 88.7% reported increased interest in pursuing a medical career. Thematic analysis identified five key benefits: collaborative learning environment, knowledge consolidation, contextual application of knowledge, heightened engagement, and career inspiration. CSBL in undergraduate anatomy fosters high student engagement, deepens understanding, and supports medical career aspirations. These findings support wider adoption of structured, contextual, and team-based learning activities in preclinical programs.