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Assessment of Students’ Knowledge of Anatomical Planes and Sections

Abstract

The study assesses students’ knowledge of anatomical planes and sections. Understanding anatomical planes provides a fundamental basis for describing the position, orientation, and relationships of structures within the human body. Knowledge of sagittal, coronal, transverse, and other sectional orientations enables students to interpret anatomical diagrams, specimens, medical images, and three-dimensional representations accurately. The study will assess students’ knowledge and understanding of anatomical planes and sections. The specific objectives will include determining students’ knowledge of the major anatomical planes, assessing their ability to distinguish between different sectional orientations, evaluating their ability to relate anatomical structures to specific planes and sections, and identifying aspects of anatomical planes and sections that present difficulties to students. A cross-sectional descriptive research design will be adopted for the study. Undergraduate students who have received relevant anatomy instruction will be selected using an appropriate sampling technique. Data will be collected using a structured and appropriately validated anatomy assessment involving diagrams, anatomical models, sectional images, and other suitable visual materials. The data obtained 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 knowledge of anatomical planes and sections among the students. Students may demonstrate better understanding of commonly taught planes, while greater difficulties may be observed when distinguishing between closely related sectional orientations or applying plane concepts to unfamiliar anatomical views. Challenges may also occur when students are required to interpret the position and relationships of structures within different sectional perspectives. The findings will be useful to anatomists, anatomy educators, medical educators, and curriculum developers by providing information on students’ understanding of fundamental concepts relating to anatomical orientation and sectional anatomy. The study may help identify areas requiring additional diagrams, models, practical demonstrations, sectional images, and three-dimensional visualization activities. It may also support the development of teaching and assessment strategies that strengthen students’ spatial understanding of human anatomy. The study will conclude by assessing students’ knowledge of anatomical planes and sections and identifying areas where further educational support may be required. It is recommended that anatomy teaching should provide repeated opportunities for students to identify and apply anatomical planes using different visual and practical resources. Further studies involving larger and more diverse student populations are also recommended.

Keywords: Anatomical planes, anatomical sections, sagittal plane, coronal plane, transverse plane, anatomical orientation, sectional anatomy, anatomy education, undergraduate students, anatomical structures, spatial relationships, anatomy learning, anatomical visualization, anatomy assessment, human anatomy.