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Assessment of Knowledge of Surface Markings of Major Internal Organs Among Undergraduate Students

Abstract

The study examines undergraduate students’ knowledge of the surface markings of major internal organs, with emphasis on their understanding of the anatomical positions and external landmarks used to represent the location of organs within the human body. Surface anatomy provides an important link between internal anatomical structures and identifiable features on the body surface and is relevant to clinical examination, physical assessment, and the interpretation of anatomical relationships. Adequate knowledge of surface markings is therefore important for developing practical understanding of human anatomy. The study will assess students’ knowledge of the surface markings of major internal organs and determine their ability to identify the anatomical regions, surface landmarks, and body positions associated with selected organs. The study will also assess students’ understanding of the relationships between surface landmarks and the underlying organs and identify areas of surface anatomy in which students may demonstrate stronger or weaker knowledge. A cross-sectional descriptive research design will be adopted for the study. Undergraduate students who have received relevant instruction in human anatomy will be selected using an appropriate sampling technique. Data will be collected using a structured and validated questionnaire or anatomy-based assessment instrument containing questions and identification tasks related to the surface markings of selected major internal organs. The data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential tests may be applied to examine relevant differences or associations. The study is expected to reveal varying levels of knowledge of the surface markings of major internal organs among the students. Differences may be observed in students’ ability to correctly identify the surface locations of organs and relate external anatomical landmarks to underlying structures. Areas involving organs with complex or less easily identifiable surface relationships may present greater challenges, while some students may demonstrate stronger knowledge of commonly taught surface markings. The findings will be useful to anatomists, anatomy educators, medical educators, and other health sciences professionals involved in teaching and applying surface anatomy. The study may provide information on students’ existing knowledge of organ surface markings and identify areas that require greater emphasis during anatomy instruction. The findings may also support the development of practical learning activities involving surface landmark identification, anatomical demonstrations, and clinically oriented surface anatomy exercises. The study will conclude by documenting undergraduate students’ knowledge of the surface markings of major internal organs and identifying areas requiring further attention in anatomy education. It is recommended that surface anatomy teaching be supported with practical demonstrations, body-surface landmark identification, anatomical illustrations, and other appropriate learning resources to strengthen students’ understanding of the relationship between external landmarks and underlying organs. Further studies involving larger and more diverse student populations are also recommended.

Keywords: Surface anatomy, surface markings, internal organs, anatomical landmarks, undergraduate students, human anatomy, anatomical knowledge, organ location, body surface, anatomical orientation, regional anatomy, clinical anatomy, surface landmarks, anatomy education, practical anatomy.