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Assessment of Students’ Difficulties in Identifying Anatomical Structures During Practical Anatomy Examinations

Abstract

The study examines students’ difficulties in identifying anatomical structures during practical anatomy examinations, with emphasis on the challenges encountered when recognizing structures on anatomical specimens, models, images, and other practical examination materials. Accurate identification of anatomical structures is an important component of anatomy education because it requires students to apply theoretical knowledge to actual three-dimensional structures and interpret their anatomical features, positions, and relationships under examination conditions. The study will assess the difficulties experienced by students during practical anatomy examinations and identify the major factors associated with challenges in anatomical structure identification. The study will specifically examine difficulties related to recognizing structures with similar appearances, interpreting anatomical orientation, identifying structures from unfamiliar views, distinguishing closely related structures, recalling anatomical relationships, and working under practical examination conditions. A cross-sectional descriptive research design will be adopted for the study. Undergraduate students who have participated in practical anatomy examinations will be selected using an appropriate sampling technique. Data will be collected using a structured and validated questionnaire, with relevant practical assessment information included where applicable, to obtain information on students’ experiences and perceived difficulties during anatomical identification tasks. 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 several difficulties experienced by students during practical anatomy examinations. Challenges may be more noticeable when identifying structures with similar morphological features, structures presented from unfamiliar perspectives, small or closely related structures, and structures whose identification depends heavily on understanding spatial relationships. Students may also report difficulties related to time pressure, examination anxiety, limited practical exposure, and the transition from theoretical descriptions to direct specimen-based identification. The findings will be useful to anatomists, anatomy educators, laboratory instructors, medical educators, and curriculum developers involved in practical anatomy education. The study may provide information on specific areas of difficulty in practical examinations and assist educators in developing targeted learning activities, repeated specimen identification exercises, guided demonstrations, and examination-oriented practical sessions. The findings may also support improvements in the preparation of students for practical anatomy assessments. The study will conclude by identifying the major difficulties students experience when identifying anatomical structures during practical anatomy examinations and highlighting areas that may require additional instructional attention. It is recommended that students be provided with adequate practical exposure, structured identification exercises, varied specimen presentations, and guided revision activities before practical examinations. Further studies involving larger and more diverse student populations are also recommended to provide broader evidence on challenges associated with practical anatomy assessment.

Keywords: Practical anatomy examinations, anatomical identification, anatomical structures, undergraduate students, anatomy education, practical anatomy, anatomical specimens, anatomy assessment, identification difficulties, anatomical orientation, spatial relationships, anatomy practical, examination challenges, anatomy learning, practical assessment.