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Assessment of Students’ Ability to Interpret Anatomical Structures on Ultrasound Images

Abstract

The study assesses students’ ability to interpret anatomical structures on ultrasound images. Ultrasound imaging provides dynamic representations of internal anatomical structures and is an important imaging modality for understanding the relationship between anatomical knowledge and clinical imaging. The ability to recognize and interpret structures on ultrasound images requires students to apply knowledge of anatomy, tissue relationships, anatomical orientation, and sectional appearances. The study will assess students’ ability to identify and interpret selected anatomical structures on ultrasound images. The specific objectives will include determining students’ accuracy in identifying anatomical structures on ultrasound images, assessing their understanding of the relative position and relationships of structures, evaluating their ability to distinguish commonly visualized tissues and organs, and identifying anatomical regions or ultrasound presentations that present greater difficulty during interpretation. A cross-sectional descriptive research design will be adopted for the study. Undergraduate students who have received relevant anatomy and basic medical imaging instruction will be selected using an appropriate sampling technique. Data will be collected through a standardized practical assessment involving appropriately selected ultrasound images from relevant anatomical regions. Students’ responses will be scored using a predetermined marking scheme, and the data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, with appropriate inferential tests applied where necessary. The study is expected to reveal varying levels of ability to interpret anatomical structures on ultrasound images. Students may demonstrate stronger performance when identifying large and distinctive structures, while greater difficulties may be observed with smaller structures, tissues with similar appearances, unfamiliar imaging orientations, and structures whose relationships are difficult to appreciate on individual images. Differences may also occur in students’ ability to relate ultrasound appearances to conventional anatomical descriptions and three-dimensional structural arrangements. The findings will be useful to anatomists, anatomy educators, radiologists, sonographers, medical educators, and curriculum developers by providing information on students’ ability to apply anatomical knowledge to ultrasound imaging. The study may help identify areas where additional ultrasound demonstrations, guided image interpretation, anatomical models, practical imaging exercises, and clinically oriented learning resources may be beneficial. It may also support the integration of ultrasound-based materials into undergraduate anatomy teaching and practical assessment. The study will conclude by assessing students’ ability to interpret anatomical structures on ultrasound images and documenting areas of relative strength and difficulty. It is recommended that anatomy education should provide regular opportunities for students to relate anatomical structures to their ultrasound appearances through guided image interpretation and practical learning activities. Further studies involving larger and more diverse student populations and different imaging-based learning environments are also recommended.

Keywords: Ultrasound images, anatomical interpretation, anatomical structures, ultrasound imaging, anatomy education, undergraduate students, radiological anatomy, sonography, anatomical identification, spatial relationships, anatomical orientation, medical imaging, anatomy assessment, clinical anatomy, imaging-based learning.