Does practical attendance predict anatomy lab success? A retrospective cohort study

Background: Anatomy practical sessions provide structured exposure to specimens, models, and guided identification. While attendance is encouraged in many institutions, its measurable impact on laboratory and overall course performance remains inconsistently documented in routine undergraduate settings. Aim: To evaluate whether practical session attendance predicts anatomy laboratory performance and overall academic outcomes. Methods: A retrospective cohort study was conducted using de-identified academic records of 80 undergraduate students enrolled in an anatomy course. Attendance percentage was calculated as sessions attended divided by total scheduled practical sessions. Outcomes included practical (spotter) examination score, written examination score, and final course grade. Students were categorized as high (≥90%), moderate (75–89%), or low (<75%) attendance. Associations were assessed using Spearman correlation, group comparisons, and linear regression analysis. Results: Mean attendance was 79.5 ± 12.9%. Attendance demonstrated a moderate positive association with spotter examination score (ρ ≈ 0.53, p < 0.001), written examination score (ρ ≈ 0.50, p < 0.001), and final course grade (ρ ≈ 0.52, p < 0.001). Students in the high-attendance group achieved significantly higher mean spotter scores (94.2 ± 3.4%) compared with the low-attendance group (68.9 ± 5.3%) (p < 0.001). Linear regression demonstrated that each 10% increase in attendance was associated with an approximate 5-point increase in spotter performance (p < 0.001). Conclusion: Practical attendance is positively associated with laboratory and overall academic performance in undergraduate anatomy education. Monitoring attendance patterns and providing early academic support may enhance student outcomes.