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Relationship Between Practical Spotter Experience and Anatomical Identification Skills

Abstract

The study examines the relationship between practical spotter experience and anatomical identification skills among undergraduate students, with emphasis on how repeated exposure to spotter-based learning activities may influence students’ ability to recognize and identify anatomical structures. Practical spotter exercises involve the identification of structures presented through specimens, models, prosections, diagrams, or images and are commonly used to develop practical anatomy skills. Regular experience with such activities may provide students with opportunities to improve visual recognition, anatomical orientation, and familiarity with important structural landmarks. The study will assess students’ level of practical spotter experience and their anatomical identification skills. The specific objectives will include determining the frequency of students’ exposure to practical spotter exercises, assessing their ability to identify selected anatomical structures, examining the relationship between practical spotter experience and anatomical identification performance, and identifying categories of structures that remain difficult for students to recognize during practical assessment. The study will also assess students’ ability to identify structures presented from different views and orientations. A cross-sectional descriptive research design will be adopted for the study. An appropriate sample of undergraduate students studying human anatomy or related health science courses will be selected using an appropriate sampling technique. Data will be collected using a structured questionnaire on students’ practical spotter experience and a standardized anatomical identification assessment involving specimens, models, prosections, diagrams, or anatomical images. The data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while an appropriate correlation or inferential statistical test will be applied to determine the relationship between practical spotter experience and anatomical identification skills. The study is expected to reveal a positive relationship between practical spotter experience and anatomical identification skills. Students with more regular exposure to spotter exercises may demonstrate better recognition of anatomical structures, identification of landmarks, and interpretation of structural relationships. However, small, closely related, deep, or visually similar structures may remain difficult to identify, particularly when presented from unfamiliar perspectives or orientations. The findings will be useful to anatomists, anatomy educators, curriculum planners, and health science educators involved in practical anatomy teaching and assessment. The study may provide useful evidence on the importance of repeated spotter exposure in developing students’ anatomical identification skills and practical confidence. It may also support the incorporation of structured spotter activities into anatomy revision and practical preparation alongside cadaveric specimens, prosections, models, diagrams, and other visual learning resources. The study will conclude by determining the relationship between practical spotter experience and anatomical identification skills among the study population. It is recommended that students should receive regular and structured opportunities to participate in spotter-based practical activities throughout anatomy training. Further studies involving larger and more diverse student populations are recommended to provide broader evidence on the contribution of repeated practical spotter exposure to anatomical identification and practical examination performance.

Keywords: Practical spotter experience, anatomical identification skills, practical anatomy, anatomy education, undergraduate students, spotter exercises, anatomical structures, anatomical identification, anatomy learning, practical assessment, anatomical landmarks, anatomical specimens, prosection, structure recognition, medical education.