Adapting Anatomy Education: A Comparative Analysis of Learning and Academic Outcomes Across In-Person, Online, and Blended Instruction in a Third-Year Anatomy Subject (2019–2023)

<p dir="ltr">Background: This study evaluated student learning outcomes and perceptions in the third-year anatomy subject PAM3HAN at La Trobe University across three instructional models: fully in-person (2019), fully online (2020–2021), and blended (2022–2023). The aim was to determine how these delivery modes influenced academic performance, engagement, and the achievement of learning objectives. </p><p dir="ltr">Methods: A mixed-methods approach was used. Quantitative data, including mean subject scores, pass rates, and assessment component results, were compared across instructional periods. Qualitative data from Student Feedback on Subject (SFS) surveys were analysed thematically to explore perceptions of learning quality, practical engagement, instructional coherence, and assessment alignment. </p><p dir="ltr">Results: Student performance differed significantly across years (p < 0.05). Mean marks increased during fully online delivery, reflecting the influence of open-book, non-invigilated assessment conditions. However, students reported reduced engagement and difficulty visualising anatomical structures without hands-on experiences. The blended model restored cadaveric practicals while retaining online flexibility, leading to higher satisfaction and improved alignment between theoretical and practical learning. </p><p dir="ltr">Conclusion: While online delivery supports accessibility, it cannot replace the depth of learning provided by practical experiences. The blended model offered the most balanced approach, emphasising the importance of coherent curriculum design, integrated resources, and sustained opportunities for hands-on anatomical learning.</p>