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Assessment of Anatomical Knowledge of Basic First Aid Among Undergraduate Students

Abstract

The study examines the anatomical knowledge of basic first aid among undergraduate students, with emphasis on their understanding of anatomical structures and principles relevant to the recognition and immediate management of common injuries and emergency situations. Basic first aid involves responses to conditions such as bleeding, wounds, fractures, burns, airway obstruction, and other injuries that may require an understanding of the human body. Adequate anatomical knowledge may therefore support appropriate first-aid responses and reduce the risk of inappropriate handling of injured individuals before professional medical care is provided. The study will assess undergraduate students’ knowledge of basic anatomical concepts relevant to first aid and determine their understanding of selected first-aid situations. The specific objectives will include assessing knowledge of major anatomical regions involved in common injuries, evaluating understanding of structures associated with airway obstruction and bleeding, examining knowledge of anatomical considerations in fractures and soft-tissue injuries, and identifying areas of anatomical knowledge that require further attention among the students. A cross-sectional descriptive research design will be adopted for the study. An appropriate sample of undergraduate students will be selected using a suitable sampling technique. Data will be collected using a structured and validated questionnaire containing questions on basic anatomy and first-aid situations. The collected data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential tests will be applied where necessary to examine relevant associations between selected variables. The study is expected to reveal varying levels of anatomical knowledge related to basic first aid among the participating undergraduate students. Differences may be observed in students’ understanding of anatomical structures relevant to airway management, bleeding control, fractures, burns, and other common emergency situations. The findings may also reveal specific areas where students demonstrate limited understanding of the anatomical principles required for safe and appropriate first-aid responses. The findings will be useful to anatomists, health educators, first-aid trainers, medical professionals, and educational institutions involved in undergraduate health and safety education. The findings may provide useful information for identifying anatomical knowledge gaps and may support the development of educational programmes that integrate basic anatomical knowledge with practical first-aid training. Such integration may improve students’ understanding of body structures involved in common emergency situations and promote safer responses when first aid is required. The study will conclude by documenting the level of anatomical knowledge of basic first aid among undergraduate students and identifying areas requiring further educational attention. It is recommended that relevant anatomical principles should be incorporated into appropriate undergraduate first-aid and health education programmes, while practical training and periodic assessment should be encouraged to strengthen students’ understanding and application of anatomy during basic first-aid situations.

Keywords: Anatomical knowledge, first aid, undergraduate students, basic anatomy, first-aid knowledge, emergency response, airway anatomy, bleeding control, musculoskeletal anatomy, injury management, anatomical regions, health education, emergency care, first-aid training, anatomical assessment.