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Assessment of Students’ Knowledge of Anatomical Structures Relevant to Vascular Examination

Abstract

The study examines students’ knowledge of anatomical structures relevant to vascular examination, with emphasis on arteries, veins, blood vessels, vascular landmarks, anatomical regions, and surrounding structures involved in the assessment of circulation. Knowledge of vascular anatomy is essential for understanding the location, course, relationships, and distribution of major blood vessels and for relating physical examination findings to underlying anatomical structures. Adequate knowledge of these structures is therefore important for developing clinically relevant anatomical understanding among undergraduate students. The study will assess students’ knowledge of anatomical structures involved in vascular examination and determine their ability to identify major arteries, veins, vascular landmarks, and surrounding anatomical structures relevant to the assessment of circulation. It will also examine students’ understanding of the anatomical relationships between major vessels and adjacent muscles, nerves, bones, and other structures and identify areas of vascular anatomy that may present difficulties during learning and practical identification. A cross-sectional descriptive research design will be adopted for the study. Undergraduate students who have received relevant anatomy training will be selected using an appropriate sampling technique. Data will be collected using a structured questionnaire and standardized anatomical identification or image-based assessment focusing on structures relevant to vascular examination. The data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential statistical tests will be applied where necessary. The study is expected to reveal varying levels of knowledge of anatomical structures relevant to vascular examination among the students. Students may demonstrate stronger knowledge of major superficial arteries, veins, and commonly recognized vascular landmarks, while deeper vessels, smaller branches, and complex relationships between vessels and surrounding structures may present greater difficulty. Differences may also be observed in students’ ability to relate specific vascular examination sites to the underlying anatomical structures. The findings will be useful to anatomists, anatomy educators, clinical instructors, vascular specialists, radiologists, physiotherapists, and other healthcare educators involved in teaching or assessing vascular anatomy. The study may provide useful information for identifying areas where students require additional practical demonstrations, anatomical models, specimens, diagrams, or image-based learning. Improved knowledge of vascular anatomy may also strengthen students’ ability to connect anatomical structures with clinically relevant vascular examination procedures and findings. The study will conclude by documenting students’ knowledge of anatomical structures relevant to vascular examination and identifying areas of strength and difficulty in their understanding of vascular anatomy. It is recommended that clinically oriented vascular anatomy should be incorporated into anatomy teaching through practical identification exercises, anatomical models, specimens, surface landmarks, and appropriate radiological images. Further studies involving larger and more diverse student populations should also be conducted to provide broader information on students’ understanding of anatomy relevant to vascular examination.

Keywords: Vascular examination, anatomical structures, vascular anatomy, anatomical knowledge, undergraduate students, arteries, veins, blood vessels, vascular landmarks, vascular pathways, surface anatomy, clinical anatomy, anatomy education, practical anatomy, vascular assessment.