Students' Perspectives on Learner-Centred Teaching and Perceived Communication Competence in Undergraduate Anatomy Education in Nigeria

Abstract Background Effective communication is essential for academic success and professional readiness in health sciences. However, communication skills remain underemphasized in traditional anatomy teaching. Learner-centred teaching (LCT) promotes active participation, peer collaboration, and reflection, which may enhance students’ communicative competence. This study investigated undergraduate anatomy students' perceptions of the association between learner-centred teaching practices and communication competence at Babcock University. Methods A mixed-methods approach was employed using total enumeration of all 244 undergraduate anatomy students. Data were collected using a self-developed questionnaire assessing exposure to learner-centred teaching practices, perceived communication competence, and students' experiences. Quantitative data were analysed using descriptive statistics, Spearman correlation, and simple linear regression (p < 0.05), while qualitative responses were thematically analysed Results Participants were aged 16–21 years, with most in their third or fourth year (64.8%), and 54.1% had received formal communication training. Greater exposure to learner-centred teaching significantly predicted perceived communication competence (β = 0.780, B = 1.053, p < 0.001). Learner-centred strategies, including group work, peer teaching, class discussions, and real-life scenarios, were widely implemented and positively perceived. Most students reported improved attentiveness (81%), confidence in speaking (59.4%), structured oral presentations (65.7%), listening skills (66.6%), and reflective communication during academic tasks (71.1%). Thematic analysis identified five contributors to communication improvement: group-based tasks, practical exposure, oral presentations, interactive engagement, and content mastery. Conclusion Greater exposure to learner-centred teaching was associated with higher self-perceived communication competence, including confidence, verbal fluency, teamwork, and reflective practice. These findings support integrating structured learner-centred pedagogies into anatomy curricula, alongside faculty development and formal assessment of communication competencies. Longitudinal studies are needed to determine whether these perceived gains translate into objectively measurable communication outcomes.