Assessment of Project-Based Learning Outcomes in Veterinary Anatomy: A Descriptive Mixed-Methods Study

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A. Mahdy This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8143772/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 24 Mar, 2026 Read the published version in BMC Medical Education → Version 1 posted 11 You are reading this latest preprint version Abstract Background Effective teaching of veterinary anatomy is essential for developing diagnostic reasoning and practical competence. Traditional lecture-based approaches often promote rote memorization and limited engagement. Project-based learning (PBL) has been proposed as an active, student-centered alternative that fosters deeper understanding, teamwork, and skill development. Methods A descriptive mixed-methods study was conducted among first-year veterinary students (n = 76) at King Salman International University, Egypt, to assess perceptions, experiences, and challenges associated with PBL in veterinary anatomy. Data were collected through an anonymous online questionnaire combining Likert-scale and open-ended items. Quantitative data were analyzed using descriptive statistics, non-parametric tests, and Spearman’s correlations, while qualitative responses underwent thematic analysis. Results Most participants (96%) perceived PBL as valuable, and all (100%) agreed it enhanced understanding and retention of anatomical concepts. High motivation was reported by 63% of students, and 97.4% confirmed improvements in hands-on and technical skills. Team satisfaction correlated positively with clear task division (r = + 0.74) and instructor feedback (r = + 0.68). Smaller teams (≤ 4 members) showed higher engagement (r = − 0.42). Students highlighted enhanced motivation, creativity, and teamwork as major benefits. Key challenges included limited material quality, time constraints, and insufficient instructor support. Conclusion PBL proved to be an effective pedagogical strategy for veterinary anatomy, promoting deep learning, collaboration, and practical competence. Addressing logistical and instructional challenges, improving feedback mechanisms, and integrating digital tools may further optimize its implementation. Future research should compare PBL with traditional methods and evaluate long-term educational outcomes. Project-based learning veterinary anatomy active learning student engagement practical skills Egypt Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Introduction Anatomical sciences represent a foundational pillar of veterinary medical education [1]. This discipline is crucial for clinical practice, including surgery, radiology, and internal medicine. A strong understanding of anatomy enables students to solve clinical cases effectively and is directly linked to the development of essential diagnostic and hands-on skills [2]. Consequently, it is essential to ensure effective teaching and learning of this complex subject for the successful training of future veterinarians. Traditionally, anatomy has been taught through didactic lectures and rote memorization, approaches that are teacher-centered and promote passive knowledge acquisition, often resulting in superficial memorization rather than deep understanding [3]. Such methods focus on individual learning and frequently neglect the development and assessment of soft skills such as communication, collaboration, teamwork, critical thinking, and problem solving [4]. Therefore, it is crucial to adopt student-centered, active-learning methodologies, such as team-based learning (TBL), problem-based learning, project-based learning (PBL), and peer-assisted learning (PAL), to enhance student engagement, understanding, and long-term retention [3, 5]. These approaches also promote professional skills like collaboration, communication, and critical thinking, which are vital for modern veterinary practice [6]. The integration of PBL within the curriculum creates a dynamic and interactive learning environment that aligns with modern student-centered pedagogies [7-9]. This approach fosters essential competencies such as motivation, collaboration, and critical thinking [8, 10, 11]. Evidence from medical and anatomy education demonstrates that active and independent learning strategies significantly improve practical application and knowledge retention [12-14], as well as, personal and professional skills including critical thinking, problem-solving, project management, time management, creativity, innovation, leadership, and responsibility [8, 15]. This makes PBL a highly suitable approach for preparing veterinary students for clinical practice. The shift from passive reception of knowledge to active application prepares students for real-world challenges, making learning more meaningful and effective [16]. Few studies have investigated the integration of modern student-centered pedagogies in veterinary anatomy education. Tefera [17] and Borroni et al [12] explored the impact of integrating PBL in veterinary anatomy courses in Ethiopia and Chile, respectively. More recently, Al Aiyan [18] examined the implementation of a multimodal student-centered teaching approach that incorporated digital resources, PBL, peer instruction, and guided pre-lab videos. Previous local studies have focused primarily on digital teaching innovations rather than on collaborative, project-based approaches [19, 20]. However, project-based learning (PBL) offers unique advantages in fostering teamwork, motivation, and practical skill development. To date, no published research has systematically evaluated the outcomes or student perceptions of PBL in veterinary anatomy within Egyptian universities. This study therefore addresses this gap by evaluating the educational impact, benefits, and challenges of implementing PBL, as an instructional approach in veterinary anatomy education, at King Salman International University (KSIU), Egypt, based on students’ perceptions. Veterinary Anatomy Education at KSIU. At the Faculty of Veterinary Medicine, KSIU, Anatomy and Embryology are offered as two separate courses for first-level students. Each course carries five credit hours, comprising three hours of lectures and four hours of practical sessions per week, delivered over a 15-week semester. The anatomy curriculum encompasses general, musculoskeletal, comparative, and developmental anatomy, aligning closely with the curricula followed by other veterinary faculties in Egypt [21]. Student evaluation is conducted through two main types of assessments: formative and summative. The formative assessment includes quizzes, laboratory exercises, and home assignments, designed to monitor students’ ongoing progress. In contrast, the summative assessment comprises coursework, spot practical exams, final written tests, and oral examinations. As part of the coursework component, students are required to complete a project, which may take various forms such as presentations, poster sessions, model construction, or magazine development. Methodology 2.1. Study Design and Participants A descriptive mixed-methods study was conducted at Faculty of Veterinary Medicine, King Salman International University, South Sinai, Egypt to evaluate students’ experiences and perceptions of PBL in veterinary anatomy. Participants included undergraduate students who took part in anatomy projects during the 2023–2024 academic year. The data were collected after announcement of student results. 2.2. Instrument An anonymous online questionnaire was developed using Google Forms (Google LLC., Mountain View, CA). The first section of the form outlined the study’s aim, voluntary nature, and data usage policy to ensure informed participation. The questionnaire was prepared in both English and Arabic for clarity. The questionnaire was initially reviewed by faculty staff members to ensure content validity, and necessary modifications were made based on their feedback. Subsequently, a pilot test was conducted on ten students to evaluate clarity, comprehensibility, and reliability of the questions. The finalized questionnaire was distributed via the official WhatsApp group managed by the anatomy instructor. Participation was entirely voluntary, and students were informed that their responses would be used solely for research purposes with full confidentiality. All participants were asked to indicate their agreement to participate in the study before completing the questionnaire. Only those who agreed were allowed to continue to the remaining sections of the questionnaire. The final questionnaire consisted of three main sections: Section A : Demographic information (gender, age, and previous participation in anatomy projects). Section B : Project details and teamwork evaluation, including project name, materials used, group size, task distribution, team collaboration, conflict management, and instructor feedback. Section C : Learning outcomes and reflections, including perceived understanding of anatomical information, satisfaction with the project experience, and open-ended questions inviting suggestions for improving teamwork, project design, and environmental compatibility. The survey contained both quantitative and qualitative components. It included 10 multiple-choice questions, 6 Likert-scale items, 6 open-ended qualitative questions, and 4 demographic/identifying items. Quantitative items were evaluated using five-point Likert scale (1 = strongly disagree to 5 = strongly agree), while qualitative responses were collected through open-ended questions. Internal consistency was assessed using Cronbach’s alpha, which yielded a coefficient of 0.63 for the five Likert-scale items, indicating moderate internal consistency. Data Analysis Quantitative data were exported to Microsoft Excel (Microsoft Corp., Redmond, WA, USA) and analyzed using descriptive statistics, including frequencies, percentages, and mean scores, to summarize participants’ demographic characteristics and overall responses. Because all Likert-scale variables violated the assumption of normality (Shapiro–Wilk test, p < 0.05), non-parametric statistical tests were applied. The Mann–Whitney U and Kruskal–Wallis tests were used for group comparisons, while Spearman’s rank correlation coefficient was applied to assess relationships between variables. Qualitative responses from open-ended questions were analyzed using thematic analysis, in which recurring ideas and suggestions were identified, coded, and categorized into major themes (e.g., teamwork, materials, feedback, and learning benefits). All statistical analyses were conducted using the Statistical Package for the Social Sciences (SPSS), version 21.0 (IBM Corp., Armonk, NY, USA). Ethical Considerations Participation in this study was voluntary, and informed consent was obtained from all participants. Students were informed that their responses would remain anonymous and would be used solely for research purposes. The study has been done in accordance with declarations of Helsinki. The study protocol and questionnaire were reviewed and approved by the Faculty Academic Committee before implementation. This study was not eligible for ethics/IRB approval because it was conducted as part of a departmental evaluation of teaching practices and did not involve sensitive data or interventions beyond normal educational activities. Results Demographic characteristics of participants A total of 76 students participated in the study, representing a response rate of 56.7% of the 134 eligible veterinary anatomy students. Nearly two thirds of respondents were males one third were females (Table. 1). All participants indicated that they had previously taken part in anatomy projects. The submitted projects were unique and covered a variety of anatomical topics, including skeletal, reproductive, and organ-based models, coloring bones, and anatomy magazines, typically conducted in groups of 3–6 students. Most projects used clay, paints, papers, and wooden boards (Fig. 1 – 3 ). Learning experience and educational impact of anatomy projects Regarding overall learning experience, about 66% of participants rated PBL as highly valuable, and 30% rated it moderately valuable. Only 1 student felt it wasn’t valuable. Moreover, 100% of students agreed that projects helped them better understand anatomical concepts and improved their ability to remember and recall anatomical information. Understanding of anatomical information improved significantly, confirming that PBL supports deeper learning and practical comprehension. Regarding motivation and engagement, 63% of participants felt highly motivated during projects, with only 2 students reporting low motivation. There was a strong positive correlation between motivation and learning experience (r = + 0.81). Furthermore, 97.4% confirmed that anatomy projects enhanced their hands-on and technical skills. Teamwork & Collaboration Analysis Regarding overall team satisfaction, about 84.2% of participants expressed their satisfaction with their teamwork experience. Students in smaller teams (≤ 4) tended to report higher satisfaction and engagement (r = -0.42) . About 80.3% of participants reported that collaboration and communication between team members were generally good. Moreover, 86.8% reported effective distribution of roles and duties among team members. There was a strong positive correlation between task division and team satisfaction (r = + 0.74) , indicating that clear role division enhanced satisfaction. Furthermore, all teams managed conflicts successfully, often through open discussion. About 76.3% of participants reported that they received guidance and feedback from teaching staff. There was a strong positive correlation between feedback from staff and practical skills (r = + 0.68) , indicating that constructive feedback directly enhanced students’ skills and confidence. However, 40.8% of participants felt their ideas were not always considered (Fig. 5 ). Advantages of PBL in veterinary anatomy based on students’ feedback 1. Quantitative findings : Quantitative analysis of Likert-scale responses revealed that students reported high satisfaction with their participation in anatomy projects. The overall average satisfaction score across all participants is approximately 4.04 (average satisfaction scores were 4.16 and 3.98 among female and male participants, respectively) (Fig. 4 A). Team collaboration and communication were rated positively (~ 4.3/5) (Fig. 4 B), indicating that PBL enhances teamwork and communication skills. Understanding of anatomical information improved significantly (~ 4.6/5), confirming that PBL supports deeper learning and practical comprehension. Task division and role clarity within teams scored well (~ 4.2/5), suggesting effective group management and responsibility-sharing. Valuing ideas and feedback also appeared strong (~ 4/5), indicating a collaborative, inclusive learning atmosphere. These scores collectively reflect strong engagement, motivation, and active learning benefits of PBL. 2. Qualitative findings : Analysis of open-ended responses and word frequency revealed that most frequent words: “constructive,” “feedback,” “received,” “team,” “improve,” “materials,” “discussion,” and “learning.”, indicating strong emphasis on teacher feedback, collaboration, and continuous improvement. Students highlighted the following advantages of PBL such as: Theme 1: PBL Deepened Understanding of Anatomy Many students reported that constructing anatomical models helped them visualize spatial relationships between organs and systems. “ I can use it as a model for easier study of anatomy ”, “ It helped me to better understand the anatomical information ”, and “ it helped me understand the structures better ” show that hands-on modeling enhanced comprehension. Theme 2: PBL promotes cooperative learning and teamwork experience Students learned communication, coordination, and responsibility-sharing. Even when conflicts occurred, several noted they were resolved through open discussion, suggesting that PBL also builds interpersonal and conflict-resolution skills. “ It was a team effort that we brought together”, “we talked about each part and learned through teamwork.” Frequent phrases included: “team effort,” “everyone participated,” “we shared tasks,” and “worked together to finish on time.” Theme 3: Constructive feedback and instructor support enhances learning quality and motivation Students appreciated teachers’ input, describing it as motivating and guiding for improvement. Frequent phrases included: “ Constructive feedback ” and “ received feedback ” Theme 4: PBL encourages creativity, innovation, and problem-solving Students mentioned improving materials, finding new ways to model specimens, and recycling resources like plastic and paper. Comments such as “we improved the materials,” or “we can make it from recycled items” reflect innovation and environmental awareness. Theme 5: PBL enhanced motivation, confidence, and engagement. Students reported that projects made anatomy learning enjoyable. “ I enjoyed doing the project with my team .”, “ it made the subject more interesting”, “it was fun and useful for revision”. Words like “enjoyed,” “learn,” “interesting,” “team,” “improve,” suggest that PBL increased enthusiasm for anatomy compared to traditional teaching. Challenges of PBL in veterinary anatomy based on students’ feedback Students highlighted the several challenges of PBL such as: Theme 1: Limited resources or material quality Some students faced material limitations Including model fragility, storage, or handling issues, suggesting the need for improved access to modeling supplies and lab equipment. “Better to use new or more durable materials.” “We didn’t have enough clay or proper tools.” Theme 2: Teamwork challenges Although collaboration was generally strong, a few groups experienced uneven contribution and conflict resolution issues. These reflect typical real-world teamwork difficulties, which can be resolved by structured role assignments and team-building guidance. “Yes, there were problems in the team and they were not properly resolved.” Some members didn’t participate equally. Theme 3: Time constraints and high workload Students felt the time allocated was short, suggesting that balancing PBL with other coursework during busy semesters was challenging. “Project took a lot of time beside studying.”, “Difficult to finish within the given period.” Theme 4: Lack of sufficient instructor support A few participants reported inconsistent feedback or limited instructor interaction, indicating a need for more regular supervision “No, did not receive any comments or help.”, “We needed more feedback during the work.” Theme 5: Environmental and practical issues Participants highlighted practical challenges in material handling, pointing toward digital or 3D-printed alternatives as potential improvements. “Clay models dry and break easily.”, “Difficult to store the project after finishing.” Student’s suggestions for improvement of PBL in veterinary anatomy Students’ recommendations include: Extend project duration by allocating more time and clearer project deadlines. Provide readily available materials or support from faculty. Enhance teamwork by assigning balanced roles. Use recyclable or eco-friendly materials for sustainability. Organize anatomy project exhibitions or competitions each semester. Future plans: Students expressed their interest in: Continuing project development for teaching purposes. Presenting their models to help future students learn anatomy. Use excellent projects as teaching models or visual tools for future students. Discussion The current study aimed to evaluate the educational impact, benefits, and challenges of implementing PBL, as an instructional approach in veterinary anatomy education, at KSIU, Egypt, based on students’ perceptions. The study demonstrated strong positive perceptions of PBL. An overwhelming majority of participants found PBL valuable (96%), with all respondents (100%) agreeing it improved their understanding and retention of anatomical concepts. The method was also highly effective at fostering engagement, with 63% of students reporting high motivation, and developing practical skills, as confirmed by 97.4% of participants. These findings indicate that PBL successfully promotes deeper learning through visual and practical interaction, enhances knowledge retention via teamwork, and builds essential hands-on skills for veterinary professional development. Motivation and Engagement Regarding motivation and engagement, 63% of participants felt that PBL was highly motivated, indicating that the method was highly engaging. This finding aligns with previous studies reporting that PBL enhances student motivation [ 10 , 22 , 23 ]. PBL has proven to be highly effective for practical skill development, with 97.4% of students confirming improvements in their hands-on and technical skills. This outcome is consistent with recent educational research, which has found that PBL and hands-on learning approaches significantly enhance both the acquisition and application of practical skills among students and consequently reflect on their academic performance [ 15 ]. Moreover, the students’ motivation was strongly correlated with a positive learning experience, as motivated students engage more deeply in learning activities, persist through challenges, and report greater satisfaction [ 24 ]. These results suggest that PBL increased students’ understanding through visual and practical interaction with anatomical projects, enhanced knowledge retention and long-term learning via teamwork and repetition, encouraged motivation and engagement, likely due to collaborative and creative activities, and built practical, hands-on skills valuable for professional development in veterinary anatomy. Taken together, the PBL was highly motivational, confirming the success of active learning methods. Team Size and Student Satisfaction The study showed that students in smaller teams (≤ 4) tended to report higher satisfaction and engagement. A negative correlation (r = -0.42) suggests that as team size increases, satisfaction decreases. Smaller teams (up to four members) may allow equal contribution of team members, promote stronger interpersonal connections, and enable faster decision-making and improved coordination [ 9 , 25 , 26 ]. Communication and Collaboration Quality About 80.3% of participants reported that collaboration and communication between team members were generally good, indicating that most teams functioned effectively in maintaining open communication. It has been reported that student success in PBL is often hindered by common teamwork challenges, such as poor communication, unequal contribution, and interpersonal conflicts [ 27 , 28 ]. Task Division and Role Clarity About 86.8% of participants reported effective distribution of roles and duties, with a strong positive correlation between task division and team satisfaction (r = + 0.74). Task division in PBL is a critical factor that influences team satisfaction. A well-defined project structure, which includes clear task delegation, is a key predictor of positive student experiences [ 8 , 9 , 29 ]. Conflict Management The study showed that all teams managed conflicts successfully, often through open discussion. Effective conflict resolution is a critical team competency that involves diagnosing the root causes of disagreements and applying specific skills to reach a constructive outcome. Constructive conflict handling enhances group trust and learning outcomes [ 30 ]. Instructor Feedback and Skill Development About 76.3% of participants reported receiving guidance and feedback with strong correlation between feedback and practical skills (r = + 0.68) indicating that instructor involvement played a strong role in guiding teams. Constructive feedback from instructors throughout the PBL cycle is critical to monitor students’ progress, identify knowledge gaps, and adjust their strategies, which directly enhance their skill acquisition and problem-solving abilities [ 8 , 10 , 31 , 32 ]. Advantages of PBL in veterinary anatomy The high satisfaction scores across multiple metrics indicate that PBL is not only well-received but also effectively enhances both the learning experience and the development of essential professional skills. 1. Enhanced Deep Learning and Applied Knowledge The overall satisfaction score (~ 4.04/5) indicates that students generally had a positive experience with anatomy projects suggesting that PBL successfully moves students from rote memorization to a functional, applied understanding. The slightly higher satisfaction among female students (4.16) compared to male students (3.98) suggests broad appeal and effectiveness across genders, though with minor variation in perception. The strongly positive score across the cohort confirms that PBL is a highly engaging and satisfying pedagogy for the vast majority of students 2. Development of Core Professional Competencies The high score for "team collaboration and communication” (~ 4.3/5) suggests that PBL fosters essential professional skills such as cooperation, information exchange, and teamwork, abilities that are crucial in veterinary practice [ 33 ]. Collaborative working allows students to exchange ideas about anatomy, share insights, and solve problems together, which enhances their social and intellectual skills [ 34 , 35 ]. 3. Effective Structuring for Collaborative Work The positive rating for "Task division and role clarity" (~ 4.2/5) indicates that the PBL was well-structured, allowed teams to function efficiently without excessive conflicts. Dividing responsibilities ensures that all members contribute effectively and helps balance the workload of a challenging program, which in turn supports the high overall satisfaction [ 29 , 30 ]. 4. Promote Motivating Learning Environment The high score for "Valuing ideas and feedback" (~ 4/5) indicates the creation of a positive psychological environment. Recognition and respect of students’ input boost their motivation and engagement, which in turn supports the development of critical thinking and open communication[ 33 , 36 ] . Challenges of PBL in Veterinary Anatomy Student feedback revealed several logistical, pedagogical, and social challenges that may hinder the effectiveness of PBL. Resource limitations and material quality Limited resources and material quality create significant challenges. Students pointed out issues, such as fragile models, inadequate storage, and insufficient or poor-quality materials like clay. These obstacles hinder effective engagement and hands-on components of PBL and highlight a need for better access to durable supplies and laboratory equipment, possibly including digital or 3D-printed alternatives [ 37 – 40 ]. Time Constraints and High Workload Many students perceived that the time assigned for the project was insufficient, especially when combined with other academic duties, which resulted in pressure from managing multiple coursework requirements. Better integration of PBL activities into the curriculum schedule and extending project deadlines would allow students to balance hands-on tasks with theoretical learning. Additionally, providing short-term deadlines and progress check-ins could help students manage workload more effectively [ 41 ]. Lack of Sufficient Instructor Support Some participants reported limited instructor support and inconsistent feedback, highlighting the crucial role of mentorship and timely feedback to guide inquiry-based learning. Regular instructor feedback allows instructors to monitor students’ progress, address their knowledge gaps, and refine their strategies which could strengthen student confidence and learning outcomes [ 8 , 10 , 31 , 32 ]. Students’ Suggestions for Improvement Students proposed several constructive strategies to enhance PBL in veterinary anatomy, including extending project duration and providing clearer deadlines to reduce workload pressure, ensuring adequate material supply and faculty support throughout the project, improving teamwork structure through role assignments, and organizing exhibitions or competitions to showcase projects and motivate creativity. Limitations of the study The present study has some limitations. The questionnaire was constructed and validated by the author. The study focused on students’ perceptions with no direct measures of the impact on the students’ outcome. Not all students participated in the study. Conclusion Project-based learning (PBL) in veterinary anatomy was highly effective educational tool. It improved students’ comprehension, knowledge retention, practical skills, and teamwork. Students valued the hands-on approach but requested more time and support, addressing material limitations, providing adequate instructor support, and improving teamwork management could significantly improve student satisfaction and educational outcomes. Future studies should compare PBL with traditional teaching methods to determine its relative effectiveness in enhancing knowledge retention, motivation, and practical competence. In addition to exploring digital innovations and instructional strategies to enhance its effectiveness and scalability in veterinary education. To the best of our knowledge, this is the first study to investigate veterinary students’ perspectives and attitudes toward the integration of PBL into anatomy education within the Egyptian context. Declarations Data availability statement: Data are available upon request. Funding statement: No funds were received. Conflict of interest disclosure: Author disclose that he has no conflict of interest. Ethics approval statement: The study protocol and questionnaire were reviewed and approved by the Faculty Academic Committee before implementation. This study was not eligible for ethics/IRB approval because it was conducted as part of a departmental evaluation of teaching practices and did not involve sensitive data or interventions beyond normal educational activities. The study has been done in accordance with declarations of Helsinki. Consent to participate: Participation in this study was voluntary, and informed consent was obtained from all participants. Consent for publication: Not applicable. Permission to reproduce material from other sources: Not applicable Acknowledgements: The author would like to acknowledge all students who participated in this study for their time, effort, and contributions. Notes On Contributors: MOHAMED A. A. MAHDY , Ph.D., is an associate professor of anatomy and embryology in the Department of Anatomy and Histology, Faculty of Veterinary Medicine at the King Salman International University, Ras Sudr, South Sinai, Egypt. He teaches anatomy and embryology to first-year veterinary students and his research interests are muscle regeneration, scanning electron microscopy, and anatomy education. Ethics statement Participation in this study was voluntary, and informed consent was obtained from all participants. Students were informed that their responses would remain anonymous and would be used solely for research purposes. The study has been done in accordance with declarations of Helsinki. The study protocol and questionnaire were reviewed and approved by the Faculty Academic Committee before implementation. 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Exploring the impact of collaborative learning on the development of critical thinking and clinical decision-making skills in nursing students: A quantitative descriptive design. Heliyon. 2024;10:e37198. https://doi.org/10.1016/j.heliyon.2024.e37198 . Qureshi MA, Khaskheli A, Qureshi JA, Raza SA, Yousufi SQ. Factors affecting students’ learning performance through collaborative learning and engagement. Interact Learn Environ. 2023;31:2371–91. 10.1080/10494820.2021.1884886 . Fahrni S, Sabatasso S. 3D modelling in anatomy teaching: state of the art and pilot investigations for its application. Translational Res Anat. 2025;41:100444. https://doi.org/10.1016/j.tria.2025.100444 . Roberts JVS, Pereira VP, Morais-Pinto LJCR. Anatomical models manufactured with Styrofoam waste as a low-cost ecological tool for practical teaching of comparative anatomy. 2025. Curlewis K, Leung B, Perera M, Bazira PJ, Sanders KA. Clay-Based Modeling in the Anatomist's Toolkit. Syst Rev. 2021;14:252–62. https://doi.org/10.1002/ase.1996 . Narang P, Raju B, Jumah F, Konar SK, Nagaraj A, Gupta G, et al. The Evolution of 3D Anatomical Models: A Brief Historical Overview. World Neurosurg. 2021;155:135–43. https://doi.org/10.1016/j.wneu.2021.07.133 . Aley M, Lee R, Wang J, Wang J, Zheng S. Project-based learning and student outcomes in health professions education: A literature review. Health Professions Educ. 2024;10:233–41. 10.55890/2452-3011.1292 . Tables Table 1 Demographic Characteristics of Participants Variable Frequency (n) Percentage (%) Gender Male 51 67.1 Female 25 32.9 Age (years) 18 2 2.6 19 43 56.6 20 31 40.8 Additional Declarations No competing interests reported. Supplementary Files SupplementalAppendix1.docx Cite Share Download PDF Status: Published Journal Publication published 24 Mar, 2026 Read the published version in BMC Medical Education → Version 1 posted Editorial decision: Revision requested 02 Feb, 2026 Reviews received at journal 21 Jan, 2026 Reviewers agreed at journal 12 Jan, 2026 Reviewers agreed at journal 12 Jan, 2026 Reviews received at journal 09 Dec, 2025 Reviewers agreed at journal 02 Dec, 2025 Reviewers invited by journal 27 Nov, 2025 Editor assigned by journal 27 Nov, 2025 Editor invited by journal 26 Nov, 2025 Submission checks completed at journal 25 Nov, 2025 First submitted to journal 25 Nov, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8143772","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":551583684,"identity":"ed2b8bbe-1138-4a78-a82a-0f767b8896b6","order_by":0,"name":"Mohamed A. A. Mahdy","email":"data:image/png;base64,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","orcid":"","institution":"King Salman International University, South Sinai","correspondingAuthor":true,"prefix":"","firstName":"Mohamed","middleName":"A. 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1","display":"","copyAsset":false,"role":"figure","size":1038777,"visible":true,"origin":"","legend":"\u003cp\u003ePhotographs of students’ anatomical projects showing. A: Colored skulls of camel, horse, sheep, and dog. B: Colored scapulas of ox, horse, sheep, and dog. C, D: Anatomy magazines.\u003c/p\u003e","description":"","filename":"Fig1.png","url":"https://assets-eu.researchsquare.com/files/rs-8143772/v1/876b6fee2aeaf1e6c2e088c6.png"},{"id":97367680,"identity":"dd70de13-3285-4e71-9496-de9d1b0e1c54","added_by":"auto","created_at":"2025-12-03 16:20:14","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":866119,"visible":true,"origin":"","legend":"\u003cp\u003ePhotographs of plasticine anatomical models showing. A: Equine stomach. B: Avian digestive system. C: Uterus of mare. D: Synovial joint.\u003c/p\u003e","description":"","filename":"Fig2.png","url":"https://assets-eu.researchsquare.com/files/rs-8143772/v1/fc581a820029e9c1af15db6a.png"},{"id":97367990,"identity":"3377cb36-43f0-4f35-b4e6-64ef028c98b5","added_by":"auto","created_at":"2025-12-03 16:21:12","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":866948,"visible":true,"origin":"","legend":"\u003cp\u003ePhotographs of plasticine anatomical models showing. A: Avian oviduct and egg formation. B: Avian male urogenital system. C: Equine foot. D: Different types of kidneys. E: Uterus of sow.\u003c/p\u003e","description":"","filename":"Fig3.png","url":"https://assets-eu.researchsquare.com/files/rs-8143772/v1/7828cd599b46ee385dd7af3c.png"},{"id":97368215,"identity":"5bfcfed9-5a63-4d2e-bd7c-29d4482a7b27","added_by":"auto","created_at":"2025-12-03 16:21:50","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":529201,"visible":true,"origin":"","legend":"\u003cp\u003eHistogram showing\u003cstrong\u003e \u003c/strong\u003eA:\u003cstrong\u003e \u003c/strong\u003eSatisfaction levels among female and male participants. B: Perceived team collaboration quality.\u003c/p\u003e","description":"","filename":"Fig4.png","url":"https://assets-eu.researchsquare.com/files/rs-8143772/v1/ef82ec85ee4ff298c349f147.png"},{"id":97262821,"identity":"3013794f-39fd-456c-b0b9-504c4898e47f","added_by":"auto","created_at":"2025-12-02 14:09:37","extension":"png","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":794243,"visible":true,"origin":"","legend":"\u003cp\u003eHistogram showing\u003cstrong\u003e \u003c/strong\u003ethe positive response rate (%) of A:\u003cstrong\u003e \u003c/strong\u003eLearning experience and educational impact of anatomy projects. B: Teamwork \u0026amp; collaboration.\u003c/p\u003e","description":"","filename":"Fig5.png","url":"https://assets-eu.researchsquare.com/files/rs-8143772/v1/12efb35731aca8e9f0319779.png"},{"id":105755126,"identity":"e49628ea-7867-403d-9aa8-aca1e9376bef","added_by":"auto","created_at":"2026-03-30 16:25:43","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":6093860,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8143772/v1/7ab705a8-a9cc-4e44-9788-3bc6bc3ac7d2.pdf"},{"id":97262806,"identity":"74fab894-07ea-4454-920e-26aa6d8b7344","added_by":"auto","created_at":"2025-12-02 14:09:36","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"supplement","size":17931,"visible":true,"origin":"","legend":"","description":"","filename":"SupplementalAppendix1.docx","url":"https://assets-eu.researchsquare.com/files/rs-8143772/v1/f3a5975c23a9403c65b98675.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Assessment of Project-Based Learning Outcomes in Veterinary Anatomy: A Descriptive Mixed-Methods Study","fulltext":[{"header":"Introduction","content":"\u003cp\u003eAnatomical sciences represent a foundational pillar of veterinary medical education [1]. This discipline is crucial for clinical practice, including surgery, radiology, and internal medicine. A strong understanding \u0026nbsp;of anatomy enables students to solve clinical cases effectively and is directly linked to the development of essential diagnostic and hands-on skills [2]. Consequently, it is essential to ensure effective teaching and learning of this complex subject for the successful training of future veterinarians.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTraditionally, anatomy has been taught through didactic lectures and rote memorization, approaches that are teacher-centered and promote passive knowledge acquisition, often resulting in superficial memorization rather than deep understanding [3]. Such methods focus on individual learning and frequently neglect the development and assessment of soft skills such as communication, collaboration, teamwork, critical thinking, and problem solving [4]. Therefore, it is crucial to adopt student-centered, active-learning methodologies, such as team-based learning (TBL), problem-based learning, project-based learning (PBL), and peer-assisted learning (PAL), to enhance student engagement, understanding, and long-term retention [3, 5]. These approaches also promote professional skills like collaboration, communication, and critical thinking, which are vital for modern veterinary practice [6].\u003c/p\u003e\n\u003cp\u003eThe integration of PBL within the curriculum creates a dynamic and interactive learning environment that aligns with modern student-centered pedagogies [7-9]. This approach fosters essential competencies such as motivation, collaboration, and critical thinking [8, 10, 11]. Evidence from medical and anatomy education demonstrates that active and independent learning strategies significantly improve practical application and knowledge retention [12-14], as well as, personal and professional skills including critical thinking, problem-solving, project management, time management, creativity, innovation, leadership, and responsibility [8, 15]. This makes PBL a highly suitable approach for preparing veterinary students for clinical practice. The shift from passive reception of knowledge to active application prepares students for real-world challenges, making learning more meaningful and effective [16].\u003c/p\u003e\n\u003cp\u003eFew studies have investigated the integration of modern student-centered pedagogies in veterinary anatomy education. Tefera [17] and Borroni et al [12] explored the impact of integrating PBL in veterinary anatomy courses in Ethiopia and Chile, respectively. More recently, Al Aiyan [18] examined the implementation of a multimodal student-centered teaching approach that incorporated digital resources, PBL, peer instruction, and guided pre-lab videos. Previous local studies have focused primarily on digital teaching innovations rather than on collaborative, project-based approaches [19, 20]. However, project-based learning (PBL) offers unique advantages in fostering teamwork, motivation, and practical skill development. To date, no published research has systematically evaluated the outcomes or student perceptions of PBL in veterinary anatomy within Egyptian universities. This study therefore addresses this gap by evaluating the educational impact, benefits, and challenges of implementing PBL, as an instructional approach in veterinary anatomy education, at King Salman International University (KSIU), Egypt, based on students\u0026rsquo; perceptions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eVeterinary Anatomy Education at KSIU.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAt the Faculty of Veterinary Medicine, KSIU, Anatomy and Embryology are offered as two separate courses for first-level students. Each course carries five credit hours, comprising three hours of lectures and four hours of practical sessions per week, delivered over a 15-week semester. The anatomy curriculum encompasses general, musculoskeletal, comparative, and developmental anatomy, aligning closely with the curricula followed by other veterinary faculties in Egypt [21].\u003c/p\u003e\n\u003cp\u003eStudent evaluation is conducted through two main types of assessments: formative and summative. The formative assessment includes quizzes, laboratory exercises, and home assignments, designed to monitor students\u0026rsquo; ongoing progress. In contrast, the summative assessment comprises coursework, spot practical exams, final written tests, and oral examinations. As part of the coursework component, students are required to complete a project, which may take various forms such as presentations, poster sessions, model construction, or magazine development.\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003e\u003cstrong\u003e2.1. Study Design and Participants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA descriptive mixed-methods study was conducted at Faculty of Veterinary Medicine, King Salman International University, South Sinai, Egypt to evaluate students\u0026rsquo; experiences and perceptions of PBL in veterinary anatomy. Participants included undergraduate students who took part in anatomy projects during the 2023\u0026ndash;2024 academic year. The data were collected after announcement of student results.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2. Instrument\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAn anonymous online questionnaire was developed using Google Forms (Google LLC., Mountain View, CA). The first section of the form outlined the study\u0026rsquo;s aim, voluntary nature, and data usage policy to ensure informed participation. The questionnaire was prepared in both English and Arabic for clarity.\u003c/p\u003e\n\u003cp\u003eThe questionnaire was initially reviewed by faculty staff members to ensure content validity, and necessary modifications were made based on their feedback. Subsequently, a pilot test was conducted on ten students to evaluate clarity, comprehensibility, and reliability of the questions.\u003c/p\u003e\n\u003cp\u003eThe finalized questionnaire was distributed via the official WhatsApp group managed by the anatomy instructor. Participation was entirely voluntary, and students were informed that their responses would be used solely for research purposes with full confidentiality. All participants were asked to indicate their agreement to participate in the study before completing the questionnaire. Only those who agreed were allowed to continue to the remaining sections of the questionnaire.\u003c/p\u003e\n\u003cp\u003eThe final questionnaire consisted of three main sections: Section \u003cstrong\u003eA\u003c/strong\u003e: Demographic information (gender, age, and previous participation in anatomy projects). Section \u003cstrong\u003eB\u003c/strong\u003e: Project details and teamwork evaluation, including project name, materials used, group size, task distribution, team collaboration, conflict management, and instructor feedback. Section \u003cstrong\u003eC\u003c/strong\u003e: Learning outcomes and reflections, including perceived understanding of anatomical information, satisfaction with the project experience, and open-ended questions inviting suggestions for improving teamwork, project design, and environmental compatibility.\u003c/p\u003e\n\u003cp\u003eThe survey contained both quantitative and qualitative components. It included 10 multiple-choice questions, 6 Likert-scale items, 6 open-ended qualitative questions, and 4 demographic/identifying items. Quantitative items were evaluated using five-point Likert scale (1 = strongly disagree to 5 = strongly agree), while qualitative responses were collected through open-ended questions. Internal consistency was assessed using Cronbach\u0026rsquo;s alpha, which yielded a coefficient of 0.63 for the five Likert-scale items, indicating moderate internal consistency.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eQuantitative data were exported to Microsoft Excel (Microsoft Corp., Redmond, WA, USA) and analyzed using descriptive statistics, including frequencies, percentages, and mean scores, to summarize participants\u0026rsquo; demographic characteristics and overall responses.\u003c/p\u003e\n\u003cp\u003eBecause all Likert-scale variables violated the assumption of normality (Shapiro\u0026ndash;Wilk test, \u003cem\u003ep\u003c/em\u003e \u0026lt; 0.05), non-parametric statistical tests were applied. The Mann\u0026ndash;Whitney U and Kruskal\u0026ndash;Wallis tests were used for group comparisons, while Spearman\u0026rsquo;s rank correlation coefficient was applied to assess relationships between variables. Qualitative responses from open-ended questions were analyzed using thematic analysis, in which recurring ideas and suggestions were identified, coded, and categorized into major themes (e.g., teamwork, materials, feedback, and learning benefits). All statistical analyses were conducted using the Statistical Package for the Social Sciences (SPSS), version 21.0 (IBM Corp., Armonk, NY, USA).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Considerations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eParticipation in this study was voluntary, and informed consent was obtained from all participants. Students were informed that their responses would remain anonymous and would be used solely for research purposes. The study has been done in accordance with declarations of Helsinki. The study protocol and questionnaire were reviewed and approved by the Faculty Academic Committee before implementation. This study was not eligible for ethics/IRB approval because it was conducted as part of a departmental evaluation of teaching practices and did not involve sensitive data or interventions beyond normal educational activities.\u0026nbsp;\u003c/p\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e\u003ch2\u003eDemographic characteristics of participants\u003c/h2\u003e\u003cp\u003eA total of 76 students participated in the study, representing a response rate of 56.7% of the 134 eligible veterinary anatomy students. Nearly two thirds of respondents were males one third were females (Table. 1). All participants indicated that they had previously taken part in anatomy projects. The submitted projects were unique and covered a variety of anatomical topics, including skeletal, reproductive, and organ-based models, coloring bones, and anatomy magazines, typically conducted in groups of 3\u0026ndash;6 students. Most projects used clay, paints, papers, and wooden boards (Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e\u0026ndash;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eLearning experience and educational impact of anatomy projects\u003c/h2\u003e\u003cp\u003eRegarding overall learning experience, about 66% of participants rated PBL as highly valuable, and 30% rated it moderately valuable. Only 1 student felt it wasn\u0026rsquo;t valuable. Moreover, 100% of students agreed that projects helped them better understand anatomical concepts and improved their ability to remember and recall anatomical information. Understanding of anatomical information improved significantly, confirming that PBL supports deeper learning and practical comprehension.\u003c/p\u003e\u003cp\u003eRegarding motivation and engagement, 63% of participants felt highly motivated during projects, with only 2 students reporting low motivation. There was a strong positive correlation between motivation and learning experience (r\u0026thinsp;=\u0026thinsp;+\u0026thinsp;\u003cb\u003e0.81).\u003c/b\u003e Furthermore, 97.4% confirmed that anatomy projects enhanced their hands-on and technical skills.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eTeamwork \u0026 Collaboration Analysis\u003c/h3\u003e\n\u003cp\u003e Regarding overall team satisfaction, about 84.2% of participants expressed their satisfaction with their teamwork experience. Students in smaller teams (\u0026le;\u0026thinsp;4) tended to report higher satisfaction and engagement (r = \u003cb\u003e-0.42)\u003c/b\u003e. About 80.3% of participants reported that collaboration and communication between team members were generally good. Moreover, 86.8% reported effective distribution of roles and duties among team members. There was a strong positive correlation between task division and team satisfaction (r\u0026thinsp;=\u0026thinsp;+\u0026thinsp;\u003cb\u003e0.74)\u003c/b\u003e, indicating that clear role division enhanced satisfaction. Furthermore, all teams managed conflicts successfully, often through open discussion. About 76.3% of participants reported that they received guidance and feedback from teaching staff. There was a strong positive correlation between feedback from staff and practical skills (r\u0026thinsp;=\u0026thinsp;+\u0026thinsp;\u003cb\u003e0.68)\u003c/b\u003e, indicating that constructive feedback directly enhanced students\u0026rsquo; skills and confidence. However, 40.8% of participants felt their ideas were not always considered (Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e5\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eAdvantages of PBL in veterinary anatomy based on students\u0026rsquo; feedback\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e1. Quantitative findings\u003c/b\u003e:\u003c/p\u003e\u003cp\u003eQuantitative analysis of Likert-scale responses revealed that students reported high satisfaction with their participation in anatomy projects. The overall average satisfaction score across all participants is approximately 4.04 (average satisfaction scores were 4.16 and 3.98 among female and male participants, respectively) (Fig.\u0026nbsp;\u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e4\u003c/span\u003eA).\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eTeam collaboration and communication were rated positively (~\u0026thinsp;4.3/5) (Fig.\u0026nbsp;\u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e4\u003c/span\u003eB), indicating that PBL enhances teamwork and communication skills. Understanding of anatomical information improved significantly (~\u0026thinsp;4.6/5), confirming that PBL supports deeper learning and practical comprehension. Task division and role clarity within teams scored well (~\u0026thinsp;4.2/5), suggesting effective group management and responsibility-sharing. Valuing ideas and feedback also appeared strong (~\u0026thinsp;4/5), indicating a collaborative, inclusive learning atmosphere. These scores collectively reflect strong engagement, motivation, and active learning benefits of PBL.\u003c/p\u003e\u003cp\u003e\u003cb\u003e2. Qualitative findings\u003c/b\u003e:\u003c/p\u003e\u003cp\u003eAnalysis of open-ended responses and word frequency revealed that most frequent words: \u0026ldquo;constructive,\u0026rdquo; \u0026ldquo;feedback,\u0026rdquo; \u0026ldquo;received,\u0026rdquo; \u0026ldquo;team,\u0026rdquo; \u0026ldquo;improve,\u0026rdquo; \u0026ldquo;materials,\u0026rdquo; \u0026ldquo;discussion,\u0026rdquo; and \u0026ldquo;learning.\u0026rdquo;, indicating strong emphasis on teacher feedback, collaboration, and continuous improvement.\u003c/p\u003e\u003cp\u003eStudents highlighted the following advantages of PBL such as:\u003c/p\u003e\n\u003ch3\u003eTheme 1: PBL Deepened Understanding of Anatomy\u003c/h3\u003e\n\u003cp\u003eMany students reported that constructing anatomical models helped them visualize spatial relationships between organs and systems.\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eI can use it as a model for easier study of anatomy\u003c/em\u003e\u0026rdquo;, \u0026ldquo;\u003cem\u003eIt helped me to better understand the anatomical information\u003c/em\u003e\u0026rdquo;, and \u0026ldquo;\u003cem\u003eit helped me understand the structures better\u003c/em\u003e\u0026rdquo; show that hands-on modeling enhanced comprehension.\u003c/p\u003e\n\u003ch3\u003eTheme 2: PBL promotes cooperative learning and teamwork experience\u003c/h3\u003e\n\u003cp\u003eStudents learned communication, coordination, and responsibility-sharing. Even when conflicts occurred, several noted they were resolved through open discussion, suggesting that PBL also builds interpersonal and conflict-resolution skills. \u0026ldquo;\u003cem\u003eIt was a team effort that we brought together\u0026rdquo;, \u0026ldquo;we talked about each part and learned through teamwork.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\u003cp\u003eFrequent phrases included: \u003cem\u003e\u0026ldquo;team effort,\u0026rdquo; \u0026ldquo;everyone participated,\u0026rdquo; \u0026ldquo;we shared tasks,\u0026rdquo;\u003c/em\u003e and \u003cem\u003e\u0026ldquo;worked together to finish on time.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n\u003ch3\u003eTheme 3: Constructive feedback and instructor support enhances learning quality and motivation\u003c/h3\u003e\n\u003cp\u003eStudents appreciated teachers\u0026rsquo; input, describing it as motivating and guiding for improvement.\u003c/p\u003e\u003cp\u003eFrequent phrases included: \u0026ldquo;\u003cem\u003eConstructive feedback\u003c/em\u003e\u0026rdquo; and \u0026ldquo;\u003cem\u003ereceived feedback\u003c/em\u003e\u0026rdquo;\u003c/p\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003eTheme 4: PBL encourages creativity, innovation, and problem-solving\u003c/h2\u003e\u003cp\u003eStudents mentioned improving materials, finding new ways to model specimens, and recycling resources like plastic and paper.\u003c/p\u003e\u003cp\u003eComments such as \u003cem\u003e\u0026ldquo;we improved the materials,\u0026rdquo;\u003c/em\u003e or \u003cem\u003e\u0026ldquo;we can make it from recycled items\u0026rdquo;\u003c/em\u003e reflect innovation and environmental awareness.\u003c/p\u003e\u003cp\u003e\u003cb\u003eTheme 5: PBL enhanced motivation, confidence, and engagement.\u003c/b\u003e\u003c/p\u003e\u003cp\u003eStudents reported that projects made anatomy learning enjoyable. \u0026ldquo;\u003cem\u003eI enjoyed doing the project with my team\u003c/em\u003e.\u0026rdquo;, \u0026ldquo;\u003cem\u003eit made the subject more interesting\u0026rdquo;, \u0026ldquo;it was fun and useful for revision\u0026rdquo;.\u003c/em\u003e\u003c/p\u003e\u003cp\u003eWords like \u003cem\u003e\u0026ldquo;enjoyed,\u0026rdquo; \u0026ldquo;learn,\u0026rdquo; \u0026ldquo;interesting,\u0026rdquo; \u0026ldquo;team,\u0026rdquo; \u0026ldquo;improve,\u0026rdquo;\u003c/em\u003e suggest that PBL increased enthusiasm for anatomy compared to traditional teaching.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eChallenges of PBL in veterinary anatomy based on students’ feedback\u003c/h3\u003e\n\u003cp\u003eStudents highlighted the several challenges of PBL such as:\u003c/p\u003e\n\u003ch3\u003eTheme 1: Limited resources or material quality\u003c/h3\u003e\n\u003cp\u003eSome students faced material limitations Including model fragility, storage, or handling issues, suggesting the need for improved access to modeling supplies and lab equipment. \u003cem\u003e\u0026ldquo;Better to use new or more durable materials.\u0026rdquo; \u0026ldquo;We didn\u0026rsquo;t have enough clay or proper tools.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003eTheme 2: Teamwork challenges\u003c/h2\u003e\u003cp\u003eAlthough collaboration was generally strong, a few groups experienced uneven contribution and conflict resolution issues. These reflect typical real-world teamwork difficulties, which can be resolved by structured role assignments and team-building guidance. \u003cem\u003e\u0026ldquo;Yes, there were problems in the team and they were not properly resolved.\u0026rdquo;\u003c/em\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eSome members didn\u0026rsquo;t participate equally.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003e\u003cb\u003eTheme 3: Time constraints and high workload\u003c/b\u003e\u003c/h2\u003e\u003cp\u003eStudents felt the time allocated was short, suggesting that balancing PBL with other coursework during busy semesters was challenging. \u003cem\u003e\u0026ldquo;Project took a lot of time beside studying.\u0026rdquo;, \u0026ldquo;Difficult to finish within the given period.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003eTheme 4: Lack of sufficient instructor support\u003c/h2\u003e\u003cp\u003eA few participants reported inconsistent feedback or limited instructor interaction, indicating a need for more regular supervision \u003cem\u003e\u0026ldquo;No, did not receive any comments or help.\u0026rdquo;, \u0026ldquo;We needed more feedback during the work.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\u003ch2\u003eTheme 5: Environmental and practical issues\u003c/h2\u003e\u003cp\u003eParticipants highlighted practical challenges in material handling, pointing toward digital or 3D-printed alternatives as potential improvements. \u003cem\u003e\u0026ldquo;Clay models dry and break easily.\u0026rdquo;, \u0026ldquo;Difficult to store the project after finishing.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003eStudent\u0026rsquo;s suggestions for improvement of PBL in veterinary anatomy\u003c/h2\u003e\u003cp\u003eStudents\u0026rsquo; recommendations include:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eExtend project duration by allocating more time and clearer project deadlines.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eProvide readily available materials or support from faculty.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eEnhance teamwork by assigning balanced roles.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eUse recyclable or eco-friendly materials for sustainability.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eOrganize anatomy project exhibitions or competitions each semester.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\u003ch2\u003eFuture plans:\u003c/h2\u003e\u003cp\u003eStudents expressed their interest in:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eContinuing project development for teaching purposes.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003ePresenting their models to help future students learn anatomy.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eUse excellent projects as teaching models or visual tools for future students.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe current study aimed to evaluate the educational impact, benefits, and challenges of implementing PBL, as an instructional approach in veterinary anatomy education, at KSIU, Egypt, based on students\u0026rsquo; perceptions. The study demonstrated strong positive perceptions of PBL. An overwhelming majority of participants found PBL valuable (96%), with all respondents (100%) agreeing it improved their understanding and retention of anatomical concepts. The method was also highly effective at fostering engagement, with 63% of students reporting high motivation, and developing practical skills, as confirmed by 97.4% of participants. These findings indicate that PBL successfully promotes deeper learning through visual and practical interaction, enhances knowledge retention via teamwork, and builds essential hands-on skills for veterinary professional development.\u003c/p\u003e\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\u003ch2\u003eMotivation and Engagement\u003c/h2\u003e\u003cp\u003e Regarding motivation and engagement, 63% of participants felt that PBL was highly motivated, indicating that the method was highly engaging. This finding aligns with previous studies reporting that PBL enhances student motivation [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. PBL has proven to be highly effective for practical skill development, with 97.4% of students confirming improvements in their hands-on and technical skills. This outcome is consistent with recent educational research, which has found that PBL and hands-on learning approaches significantly enhance both the acquisition and application of practical skills among students and consequently reflect on their academic performance [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. Moreover, the students\u0026rsquo; motivation was strongly correlated with a positive learning experience, as motivated students engage more deeply in learning activities, persist through challenges, and report greater satisfaction [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. These results suggest that PBL increased students\u0026rsquo; understanding through visual and practical interaction with anatomical projects, enhanced knowledge retention and long-term learning via teamwork and repetition, encouraged motivation and engagement, likely due to collaborative and creative activities, and built practical, hands-on skills valuable for professional development in veterinary anatomy. Taken together, the PBL was highly motivational, confirming the success of active learning methods.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\u003ch2\u003eTeam Size and Student Satisfaction\u003c/h2\u003e\u003cp\u003eThe study showed that students in smaller teams (\u0026le;\u0026thinsp;4) tended to report higher satisfaction and engagement. A negative correlation (r = -0.42) suggests that as team size increases, satisfaction decreases. Smaller teams (up to four members) may allow equal contribution of team members, promote stronger interpersonal connections, and enable faster decision-making and improved coordination [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec20\" class=\"Section2\"\u003e\u003ch2\u003eCommunication and Collaboration Quality\u003c/h2\u003e\u003cp\u003e About 80.3% of participants reported that collaboration and communication between team members were generally good, indicating that most teams functioned effectively in maintaining open communication. It has been reported that student success in PBL is often hindered by common teamwork challenges, such as poor communication, unequal contribution, and interpersonal conflicts [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e\u003ch2\u003eTask Division and Role Clarity\u003c/h2\u003e\u003cp\u003eAbout 86.8% of participants reported effective distribution of roles and duties, with a strong positive correlation between task division and team satisfaction (r\u0026thinsp;=\u0026thinsp;+\u0026thinsp;0.74). Task division in PBL is a critical factor that influences team satisfaction. A well-defined project structure, which includes clear task delegation, is a key predictor of positive student experiences [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec22\" class=\"Section2\"\u003e\u003ch2\u003eConflict Management\u003c/h2\u003e\u003cp\u003eThe study showed that all teams managed conflicts successfully, often through open discussion. Effective conflict resolution is a critical team competency that involves diagnosing the root causes of disagreements and applying specific skills to reach a constructive outcome. Constructive conflict handling enhances group trust and learning outcomes [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e].\u003c/p\u003e\u003cdiv id=\"Sec23\" class=\"Section3\"\u003e\u003ch2\u003eInstructor Feedback and Skill Development\u003c/h2\u003e\u003cp\u003e About 76.3% of participants reported receiving guidance and feedback with strong correlation between feedback and practical skills (r\u0026thinsp;=\u0026thinsp;+\u0026thinsp;0.68) indicating that instructor involvement played a strong role in guiding teams. Constructive feedback from instructors throughout the PBL cycle is critical to monitor students\u0026rsquo; progress, identify knowledge gaps, and adjust their strategies, which directly enhance their skill acquisition and problem-solving abilities [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec24\" class=\"Section2\"\u003e\u003ch2\u003eAdvantages of PBL in veterinary anatomy\u003c/h2\u003e\u003cp\u003eThe high satisfaction scores across multiple metrics indicate that PBL is not only well-received but also effectively enhances both the learning experience and the development of essential professional skills.\u003c/p\u003e\u003cp\u003e\u003cb\u003e1. Enhanced Deep Learning and Applied Knowledge\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe overall satisfaction score (~\u0026thinsp;4.04/5) indicates that students generally had a positive experience with anatomy projects suggesting that PBL successfully moves students from rote memorization to a functional, applied understanding. The slightly higher satisfaction among female students (4.16) compared to male students (3.98) suggests broad appeal and effectiveness across genders, though with minor variation in perception. The strongly positive score across the cohort confirms that PBL is a highly engaging and satisfying pedagogy for the vast majority of students\u003c/p\u003e\u003cp\u003e\u003cb\u003e2. Development of Core Professional Competencies\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe high score for \"team collaboration and communication\u0026rdquo; (~\u0026thinsp;4.3/5) suggests that PBL fosters essential professional skills such as cooperation, information exchange, and teamwork, abilities that are crucial in veterinary practice [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]. Collaborative working allows students to exchange ideas about anatomy, share insights, and solve problems together, which enhances their social and intellectual skills [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e].\u003c/p\u003e\u003cp\u003e\u003cb\u003e3. Effective Structuring for Collaborative Work\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe positive rating for \"Task division and role clarity\" (~\u0026thinsp;4.2/5) indicates that the PBL was well-structured, allowed teams to function efficiently without excessive conflicts. Dividing responsibilities ensures that all members contribute effectively and helps balance the workload of a challenging program, which in turn supports the high overall satisfaction [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e].\u003c/p\u003e\u003cp\u003e\u003cb\u003e4. Promote Motivating Learning Environment\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe high score for \"Valuing ideas and feedback\" (~\u0026thinsp;4/5) indicates the creation of a positive psychological environment. Recognition and respect of students\u0026rsquo; input boost their motivation and engagement, which in turn supports the development of critical thinking and open communication[\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e] .\u003c/p\u003e\u003cdiv id=\"Sec25\" class=\"Section3\"\u003e\u003ch2\u003eChallenges of PBL in Veterinary Anatomy\u003c/h2\u003e\u003cp\u003eStudent feedback revealed several logistical, pedagogical, and social challenges that may hinder the effectiveness of PBL.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec26\" class=\"Section3\"\u003e\u003ch2\u003eResource limitations and material quality\u003c/h2\u003e\u003cp\u003eLimited resources and material quality create significant challenges. Students pointed out issues, such as fragile models, inadequate storage, and insufficient or poor-quality materials like clay. These obstacles hinder effective engagement and hands-on components of PBL and highlight a need for better access to durable supplies and laboratory equipment, possibly including digital or 3D-printed alternatives [\u003cspan additionalcitationids=\"CR38 CR39\" citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec27\" class=\"Section3\"\u003e\u003ch2\u003eTime Constraints and High Workload\u003c/h2\u003e\u003cp\u003eMany students perceived that the time assigned for the project was insufficient, especially when combined with other academic duties, which resulted in pressure from managing multiple coursework requirements. Better integration of PBL activities into the curriculum schedule and extending project deadlines would allow students to balance hands-on tasks with theoretical learning. Additionally, providing short-term deadlines and progress check-ins could help students manage workload more effectively [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec28\" class=\"Section2\"\u003e\u003ch2\u003eLack of Sufficient Instructor Support\u003c/h2\u003e\u003cp\u003eSome participants reported limited instructor support and inconsistent feedback, highlighting the crucial role of mentorship and timely feedback to guide inquiry-based learning. Regular instructor feedback allows instructors to monitor students\u0026rsquo; progress, address their knowledge gaps, and refine their strategies which could strengthen student confidence and learning outcomes [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec29\" class=\"Section2\"\u003e\u003ch2\u003eStudents\u0026rsquo; Suggestions for Improvement\u003c/h2\u003e\u003cp\u003eStudents proposed several constructive strategies to enhance PBL in veterinary anatomy, including extending project duration and providing clearer deadlines to reduce workload pressure, ensuring adequate material supply and faculty support throughout the project, improving teamwork structure through role assignments, and organizing exhibitions or competitions to showcase projects and motivate creativity.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eLimitations of the study\u003c/h3\u003e\n\u003cp\u003eThe present study has some limitations. The questionnaire was constructed and validated by the author. The study focused on students\u0026rsquo; perceptions with no direct measures of the impact on the students\u0026rsquo; outcome. Not all students participated in the study.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eProject-based learning (PBL) in veterinary anatomy was highly effective educational tool. It improved students\u0026rsquo; comprehension, knowledge retention, practical skills, and teamwork. Students valued the hands-on approach but requested more time and support, addressing material limitations, providing adequate instructor support, and improving teamwork management could significantly improve student satisfaction and educational outcomes. Future studies should compare PBL with traditional teaching methods to determine its relative effectiveness in enhancing knowledge retention, motivation, and practical competence. In addition to exploring digital innovations and instructional strategies to enhance its effectiveness and scalability in veterinary education. To the best of our knowledge, this is the first study to investigate veterinary students\u0026rsquo; perspectives and attitudes toward the integration of PBL into anatomy education within the Egyptian context.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eData availability statement:\u0026nbsp;\u003c/strong\u003eData are available upon request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding statement:\u0026nbsp;\u003c/strong\u003eNo funds were received.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of interest disclosure:\u0026nbsp;\u003c/strong\u003eAuthor disclose that he has no conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval statement:\u0026nbsp;\u003c/strong\u003eThe study protocol and questionnaire were reviewed and approved by the Faculty Academic Committee before implementation. This study was not eligible for ethics/IRB approval because it was conducted as part of a departmental evaluation of teaching practices and did not involve sensitive data or interventions beyond normal educational activities. The study has been done in accordance with declarations of Helsinki.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to participate:\u0026nbsp;\u003c/strong\u003eParticipation in this study was voluntary, and informed consent was obtained from all participants.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication:\u0026nbsp;\u003c/strong\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePermission to reproduce material from other sources:\u0026nbsp;\u003c/strong\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements:\u003c/strong\u003e The author would like to acknowledge all students who participated in this study for their time, effort, and contributions.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eNotes On Contributors:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMOHAMED A. A. MAHDY\u003c/strong\u003e, Ph.D., is an associate professor of anatomy and embryology in the Department of Anatomy and Histology, Faculty of Veterinary Medicine at the King Salman International University, Ras Sudr, South Sinai, Egypt. He teaches anatomy and embryology to first-year veterinary students and his research interests are muscle regeneration, scanning electron microscopy, and anatomy education.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eParticipation in this study was voluntary, and informed consent was obtained from all participants. Students were informed that their responses would remain anonymous and would be used solely for research purposes. The study has been done in accordance with declarations of Helsinki. The study protocol and questionnaire were reviewed and approved by the Faculty Academic Committee before implementation. This study was not eligible for ethics/IRB approval because it was conducted as part of a departmental evaluation of teaching practices and did not involve sensitive data or interventions beyond normal educational activities.\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eGummery E, Singh M, Channon SB. Establishing a veterinary anatomy core syllabus through a modified Delphi process. J Anat. 2024;244:184\u0026ndash;201. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1111/joa.13948\u003c/span\u003e\u003cspan address=\"10.1111/joa.13948\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eBarros MD, Almeida AFAL, Liquidato BM, Mendes CJL. 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Health Professions Educ. 2024;10:233\u0026ndash;41. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.55890/2452-3011.1292\u003c/span\u003e\u003cspan address=\"10.55890/2452-3011.1292\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"},{"header":"Tables","content":"\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cdiv class=\"SimplePara\"\u003eDemographic Characteristics of Participants\u003c/div\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cdiv class=\"SimplePara\"\u003eVariable\u003c/div\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cdiv class=\"SimplePara\"\u003eFrequency (n)\u003c/div\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cdiv class=\"SimplePara\"\u003ePercentage (%)\u003c/div\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cdiv class=\"SimplePara\"\u003eGender\u003c/div\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cdiv class=\"SimplePara\"\u003eMale\u003c/div\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cdiv 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class=\"SimplePara\"\u003e31\u003c/div\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cdiv class=\"SimplePara\"\u003e40.8\u003c/div\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003cbr/\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Project-based learning, veterinary anatomy, active learning, student engagement, practical skills, Egypt","lastPublishedDoi":"10.21203/rs.3.rs-8143772/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8143772/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e\u003cp\u003eEffective teaching of veterinary anatomy is essential for developing diagnostic reasoning and practical competence. Traditional lecture-based approaches often promote rote memorization and limited engagement. Project-based learning (PBL) has been proposed as an active, student-centered alternative that fosters deeper understanding, teamwork, and skill development.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e\u003cp\u003eA descriptive mixed-methods study was conducted among first-year veterinary students (n\u0026thinsp;=\u0026thinsp;76) at King Salman International University, Egypt, to assess perceptions, experiences, and challenges associated with PBL in veterinary anatomy. Data were collected through an anonymous online questionnaire combining Likert-scale and open-ended items. Quantitative data were analyzed using descriptive statistics, non-parametric tests, and Spearman\u0026rsquo;s correlations, while qualitative responses underwent thematic analysis.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e\u003cp\u003eMost participants (96%) perceived PBL as valuable, and all (100%) agreed it enhanced understanding and retention of anatomical concepts. High motivation was reported by 63% of students, and 97.4% confirmed improvements in hands-on and technical skills. Team satisfaction correlated positively with clear task division (r\u0026thinsp;=\u0026thinsp;+\u0026thinsp;0.74) and instructor feedback (r\u0026thinsp;=\u0026thinsp;+\u0026thinsp;0.68). Smaller teams (\u0026le;\u0026thinsp;4 members) showed higher engagement (r = \u0026minus;\u0026thinsp;0.42). Students highlighted enhanced motivation, creativity, and teamwork as major benefits. Key challenges included limited material quality, time constraints, and insufficient instructor support.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e\u003cp\u003ePBL proved to be an effective pedagogical strategy for veterinary anatomy, promoting deep learning, collaboration, and practical competence. Addressing logistical and instructional challenges, improving feedback mechanisms, and integrating digital tools may further optimize its implementation. Future research should compare PBL with traditional methods and evaluate long-term educational outcomes.\u003c/p\u003e","manuscriptTitle":"Assessment of Project-Based Learning Outcomes in Veterinary Anatomy: A Descriptive Mixed-Methods Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-12-02 14:09:32","doi":"10.21203/rs.3.rs-8143772/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-02-02T11:36:54+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-21T08:46:17+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"144800282911640794675804424089847217425","date":"2026-01-13T01:58:17+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"172825392708426300098422794511185148873","date":"2026-01-12T07:14:55+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-12-10T01:03:14+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"29832326699564668215229849800750499056","date":"2025-12-02T08:46:03+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-11-27T07:30:55+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-11-27T07:24:41+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-11-26T05:36:39+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-11-25T13:51:40+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2025-11-25T13:40:18+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"ed08f356-23f6-4d3d-8b7e-fe9f50bd4ab9","owner":[],"postedDate":"December 2nd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2026-03-30T16:21:35+00:00","versionOfRecord":{"articleIdentity":"rs-8143772","link":"https://doi.org/10.1186/s12909-026-08926-0","journal":{"identity":"bmc-medical-education","isVorOnly":false,"title":"BMC Medical Education"},"publishedOn":"2026-03-24 16:12:44","publishedOnDateReadable":"March 24th, 2026"},"versionCreatedAt":"2025-12-02 14:09:32","video":"","vorDoi":"10.1186/s12909-026-08926-0","vorDoiUrl":"https://doi.org/10.1186/s12909-026-08926-0","workflowStages":[]},"version":"v1","identity":"rs-8143772","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8143772","identity":"rs-8143772","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}