Background <p>Learning anatomy remains challenging due to complex terminology, intricate 3D relationships, and the extensive amount of material students must master. While dissection laboratories provide valuable tactile and spatial learning, they often lack structured mechanisms to foster independent preparation and reflective consolidation. The Image-Based Assessment Tool was designed as a structured, student-centered adjunct to facilitate pre- and post-laboratory experience.</p> Methods <p>This mixed-methods study employed quantitative paired-sample analyses and qualitative thematic analysis to examine 40 first-year dental students’ experiences with the tool. The tool comprised pre- and post-laboratory image identification components. Quantitative data were analyzed using paired-samples t-tests and Qualitative data thematically analyzed following Braun and Clarke’s method.</p> Results <p>Quantitative analyses showed trend increases in both pre- and post-laboratory scores from Block 1 to Block 3, suggesting improved performance. Qualitative responses from all forty students yielded thirteen themes, which were organized into three overarching domains: (1) Preparatory visualization and cognitive readiness, (2) Collaborative and integrative learning, and (3) Reflective reinforcement and metacognitive growth. These domains collectively describe how students perceived this as a supporting tool before, during, and after cadaveric dissection.</p> Conclusion <p>The structured use of this tool facilitated a cycle of preparatory visualization, collaborative engagement, and reflective reinforcement that deepened anatomical understanding. By supporting cognitive readiness, peer interaction, and metacognitive reflection across pre- and post-laboratory, the tool strengthened students’ ability to integrate visual–spatial and conceptual knowledge. This tool may serve as effective adjuncts in anatomy curricula, promoting active and reflective learning that enhances long-term retention and learner autonomy.</p>