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Assessment of Knowledge of Regional Anatomy Among Undergraduate Health Students

Abstract

The study examines the knowledge of regional anatomy among undergraduate health students, with emphasis on their understanding of the anatomical structures, relationships, and organization of different regions of the human body. Regional anatomy provides an integrated understanding of bones, muscles, nerves, blood vessels, organs, and other structures within specific body regions and forms an important foundation for clinical education. Adequate knowledge of regional anatomy may support the interpretation of clinical findings and the understanding of procedures involving different parts of the body. The study will assess the level of knowledge of regional anatomy among undergraduate health students and identify areas of strength and weakness in their understanding. The specific objectives will include assessing students’ knowledge of selected anatomical regions, evaluating their understanding of the relationships between structures within each region, identifying areas where knowledge gaps may exist, and examining variations in regional anatomy knowledge according to relevant academic characteristics where applicable. A cross-sectional descriptive research design will be adopted for the study. An appropriate sample of undergraduate health students will be selected using a suitable sampling technique. Data will be collected using a structured and validated anatomy knowledge assessment covering selected regional anatomy topics and anatomical relationships. 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 regional anatomy knowledge among the participating undergraduate health students. Differences may be observed in students’ understanding of specific anatomical regions, including the relationships between muscles, nerves, vessels, bones, and organs. The findings may also identify particular regional anatomy concepts that present greater learning difficulties and areas in which students demonstrate relatively stronger understanding. The findings will be useful to anatomists, anatomy educators, medical educators, and other health professionals involved in undergraduate health education. The findings may provide useful information for identifying specific knowledge gaps and improving the teaching and assessment of regional anatomy. The results may also support the development of integrated learning approaches, anatomical models, practical sessions, and clinically oriented teaching strategies that strengthen students’ understanding of anatomical relationships. The study will conclude by assessing the level of regional anatomy knowledge among undergraduate health students and identifying areas requiring further educational attention. It is recommended that regional anatomy teaching should emphasize the spatial relationships and clinical relevance of structures within different body regions, while regular practical assessment and reinforcement of anatomical concepts should be encouraged to improve students’ understanding and retention of regional anatomy.

Keywords: Regional anatomy, anatomical knowledge, undergraduate health students, anatomy education, anatomical structures, anatomical relationships, body regions, clinical anatomy, anatomy assessment, health education, anatomical orientation, anatomy learning, spatial relationships, undergraduate education, anatomical knowledge assessment.