Enhancing Anatomy Education: Snowball Techniques vs. Lecture-Based Learning.

Authors

Amir Mohammad Salehi, Mahdi Ramezani, Fatemeh Mirzaei, Elham Khanlarzadeh, Mohammad Ahmadian, Maryam Karbasi Motlagh

Published in

Journal of medical education and curricular development. Volume 13. Pages 23821205261483954. Epub Aug 27, 2026.

Abstract

Active learning strategies including small-group methods have gained prominence in medical education, yet their effectiveness in anatomy education somehow remains underexplored. This study aimed to evaluate the effectiveness of snowball technique (ST)- a progressive small-group discussion method-compared to traditional lecture-based learning (LBL) in head and neck anatomy education among medical students.
This pre-test and post-test quasi-experimental study, which included a control group comparison, was conducted over two academic years. A total of 333 undergraduate medical students were assigned to one of two groups using convenience sampling with non-random allocation by existing class sections: the ST group (n = 165) and the LBL group (n = 168). Both groups followed the same course plan, learning objectives, and had the same instructor. Valid and reliable questionnaires were used to collect data on student demographics, satisfaction, and knowledge. Data were analyzed with SPSS software version 22.
Students in the ST group (40.62 ± 3.46) reported significantly higher satisfaction than those in the LBL group (29.27 ± 3.39) (P = .001; Cohen's d = 2.89, 95% CI: 2.58-3.20). A paired t-test comparing pre-test and post-test scores revealed significant improvements in both groups, with the ST group demonstrating more pronounced gains (ST within-group d = 2.87, 95% CI: 2.56-3.18; LBL within-group d = 2.45, 95% CI: 2.16-2.74). After three training courses, the final knowledge scores were significantly higher for the ST method compared to the LBL method (P = 0.014; d = 0.27, 95% CI: 0.05-0.49).
ST significantly enhanced medical students' satisfaction and knowledge of head and neck anatomy, and they can be effectively used to teach practical courses alongside traditional lectures. Based on the positive outcomes across three sessions, we recommend implementing ST for 3-5 sessions per anatomy course per academic term.

PMID:
42668710
Bibliographic data and abstract were imported from PubMed on 30 Aug 2026.

Read full publication at:
Please sign in to see all details.

Stats

1-terrible, 9-excellent. How would you rate this publication? Sign in in to submit your rating.

Post a comment

You need to be signed in to post comments. You can sign in here.

Comments

There are no comments yet.