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Assessment of Students’ Ability to Identify Structures During Practical Spotter Examinations

Abstract

The study assesses students’ ability to identify anatomical structures during practical spotter examinations, with emphasis on their recognition of anatomical specimens, models, diagrams, and other practical materials presented during assessment. Practical spotter examinations are commonly used to evaluate students’ ability to recognize anatomical structures within a limited period and from different visual perspectives. Assessing students’ performance in this setting may provide useful information on their practical anatomy knowledge and their ability to apply visual recognition skills during formal assessment. The study will determine students’ accuracy in identifying selected anatomical structures during practical spotter examinations. The specific objectives will include assessing students’ ability to recognize anatomical structures from different views and materials, determining their performance across selected anatomical regions, identifying structures that present greater difficulty during spotter examinations, and examining variations in students’ identification performance across different practical tasks. A cross-sectional descriptive research design will be adopted for the study. An appropriate sample of undergraduate students who have participated in practical anatomy examinations will be selected using an appropriate sampling technique. Data will be obtained through a standardized spotter examination involving anatomical specimens, prosections, models, diagrams, or other appropriate practical materials. Students’ responses will be scored according to predetermined criteria, and the data 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 variations in students’ ability to identify anatomical structures during practical spotter examinations. Large, distinctive, and frequently encountered structures may be recognized more accurately, while small, closely related, deeply located, or visually similar structures may present greater difficulty. Differences may also be observed in performance when structures are presented from unfamiliar perspectives or when students are required to identify them within a limited examination period. The findings will be useful to anatomists, anatomy educators, practical instructors, medical educators, and curriculum developers by providing information on students’ practical identification abilities and areas of difficulty during spotter examinations. The findings may assist educators in designing practical learning activities that expose students to varied anatomical views, specimens, models, and identification tasks. They may also support the development of assessment strategies that appropriately evaluate practical anatomy knowledge and recognition skills. The study will conclude by documenting students’ ability to identify anatomical structures during practical spotter examinations and highlighting areas of strength and difficulty in practical structure recognition. It is recommended that students should receive regular exposure to diverse practical materials and repeated spotter-based identification exercises before formal examinations. Further studies involving larger and more diverse student populations may be conducted to provide broader information on practical anatomy identification performance.

Keywords: Practical spotter examinations, anatomical structure identification, anatomy education, undergraduate students, practical anatomy, anatomical specimens, anatomical models, prosection, anatomical landmarks, practical assessment, anatomy examination, structure recognition, anatomy learning, visual recognition, human anatomy.