Student Needs Analysis for Designing an Ethnobotany Based Ethno-Experiential Learning Model in Human Anatomy

This study aimed to analyze student needs as an empirical basis for designing an ethnobotany-based Ethno-Experiential Learning Model for Human Anatomy education. This preliminary study employed a descriptive quantitative approach supported by qualitative data. Participants were 58 students who had completed a Human Anatomy course. Data were collected using a needs analysis questionnaire comprising 20 closed-ended statements rated on a four-point Likert scale and four open-ended questions. Descriptive statistics were used to analyze four aspects: Human Anatomy learning conditions, health literacy, science process skills (SPS), and needs for learning model development. The findings showed that 94.83% of students wanted more active learning involving direct experiences, while 96.55% reported that anatomical concepts were easier to understand when connected to everyday health issues. Regarding health literacy, 93.10% reported being able to access health information from reliable sources; however, 75.86% still experienced difficulties understanding such information. For SPS, collecting information or data received 87.93% agreement, whereas careful observation of health phenomena received the lowest agreement (70.69%). In addition, 98.28% of students supported connecting Human Anatomy with local medicinal plants and incorporating video or digital media, while 96.55% supported a model integrating health literacy and SPS. Responses to open-ended questions emphasized practical activities, visual representations, interactive media, group discussions, and real-world health contexts. These findings provide an empirical basis for designing an instructional framework that meaningfully connects local ethnobotanical knowledge, concrete experiences, scientific inquiry, digital resources, and anatomical concepts. Further research is needed to develop the model and evaluate its validity, practicality, and effectiveness.