EFFECT OF CLINICALLY INTEGRATED SMALL-GROUP DISCUSSION USING REAL CASES AND LOW-FIDELITY MODELS ON TOPOGRAPHICAL ANATOMY LEARNING

Topographical anatomy teaching in resource-limited settings often lacks clinically integrated methods. We evaluated a low-cost, clinically integrated small-group discussion approach at Dadeldhura Medical College, Nepal. Study Design: A randomized controlled trial was conducted during the first semester of the 2023–2024 academic year. Method: First-year MBBS students were randomly allocated to a traditional group (cadaveric dissection and lectures) or an integrated group. The integrated group additionally received weekly small-group discussions (10–15 students) using real patient case vignettes and low-fidelity models (clay, cardboard, recycled materials, peer palpation). Result: Students in the integrated group demonstrated significantly better topographical structure identification, clinical reasoning application, and self-reported confidence compared to the traditional group. Qualitative feedback indicated improved peer interaction and engagement. Conclusion: Clinically integrated small-group discussion using patient cases and low-fidelity models significantly improves topographical anatomy learning and early clinical thinking. This method is feasible, cost-effective, and sustainable for resource-limited medical colleges like Dadeldhura Medical College, Nepal.