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Assessment of Students’ Knowledge of Regional Surface Anatomy for Clinical Examination

Abstract

The study examines students’ knowledge of regional surface anatomy for clinical examination, focusing on their understanding of external anatomical landmarks and their relationships with underlying structures of the human body. Surface anatomy provides an important foundation for clinical examination because it enables students to locate and assess structures through observation and palpation. Adequate knowledge of regional surface anatomy may therefore support the development of practical anatomical skills and the accurate interpretation of clinical findings. The study will assess students’ knowledge of regional surface anatomy and determine their ability to identify surface landmarks and relate them to underlying anatomical structures in selected body regions. The study will also assess students’ understanding of surface markings relevant to clinical examination, including the locations of major organs, muscles, blood vessels, palpable structures, and anatomical boundaries that may be used during routine physical assessment. A cross-sectional descriptive research design will be adopted for the study. Undergraduate students who have received instruction in human anatomy and relevant clinical anatomy will be selected using an appropriate sampling technique. Data will be collected using a structured and validated questionnaire and anatomy-based assessment involving diagrams, identification tasks, and questions related to regional surface anatomy. 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 regional surface anatomy among the students. Differences may be observed in their ability to identify surface landmarks, determine the underlying position of anatomical structures, and apply surface anatomical knowledge to clinical examination situations. Students may demonstrate stronger knowledge of commonly taught landmarks, while greater difficulty may occur with less familiar regions or structures requiring accurate interpretation of anatomical relationships and palpation points. The findings will be useful to anatomists, anatomy educators, medical educators, clinical instructors, and other healthcare professionals involved in undergraduate health sciences education. The study may provide information on students’ existing knowledge of regional surface anatomy and identify areas requiring greater emphasis during anatomy and clinical skills training. The findings may also support the development of practical activities involving landmark identification, palpation, surface marking, anatomical demonstrations, and clinically oriented assessment. The study will conclude by documenting students’ knowledge of regional surface anatomy for clinical examination and identifying areas where additional instructional support may be required. It is recommended that surface anatomy teaching be reinforced through practical demonstrations, supervised landmark identification, palpation exercises, and clinical examination activities. Further studies involving larger and more diverse student populations are also recommended to provide broader evidence on students’ knowledge and application of regional surface anatomy.

Keywords: Regional surface anatomy, clinical examination, anatomical landmarks, undergraduate students, anatomical knowledge, clinical anatomy, surface markings, physical examination, anatomical orientation, palpation, regional anatomy, anatomical structures, clinical assessment, anatomy education, practical anatomy.