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Assessment of Students’ Knowledge of Anatomical Landmarks Used in Clinical Procedures

Abstract

The study assesses students’ knowledge of anatomical landmarks used in clinical procedures. Anatomical landmarks provide important reference points for locating underlying structures and guiding clinical procedures involving different regions of the human body. Adequate knowledge of these landmarks enables students to understand the anatomical basis of procedures and appreciate the position of structures such as blood vessels, nerves, muscles, bones, and organs in relation to accessible surface features. The study will assess students’ knowledge of anatomical landmarks relevant to selected clinical procedures. The specific objectives will include determining students’ knowledge of commonly used anatomical landmarks, assessing their ability to relate surface landmarks to underlying anatomical structures, evaluating their understanding of the relevance of specific landmarks to clinical procedures, and identifying anatomical landmarks that students find difficult to recognize, locate, or relate to underlying structures. A cross-sectional descriptive research design will be adopted for the study. Undergraduate students who have received relevant anatomy and clinical anatomy instruction will be selected using an appropriate sampling technique. Data will be collected using a structured and appropriately validated questionnaire and, where applicable, practical identification tasks involving anatomical models, specimens, diagrams, or clinical images. 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 landmarks used in clinical procedures. Students may demonstrate stronger knowledge of frequently taught landmarks, while greater difficulties may be observed with landmarks associated with deeper structures, complex anatomical regions, or procedures requiring accurate appreciation of spatial relationships. Differences may also be observed in students’ ability to connect specific surface landmarks with the underlying structures they represent. The findings will be useful to anatomists, anatomy educators, medical educators, and clinical instructors by providing information on students’ understanding of the anatomical landmarks that support clinical practice. The study may help identify areas requiring additional surface anatomy demonstrations, anatomical models, palpation exercises, clinical illustrations, and procedure-related learning activities. It may also support the integration of clinically oriented anatomy into undergraduate teaching and assessment. The study will conclude by assessing students’ knowledge of anatomical landmarks used in clinical procedures and identifying areas requiring further educational support. It is recommended that anatomy instruction should provide students with repeated opportunities to identify clinically relevant landmarks and relate them to underlying structures through practical and clinically oriented learning activities. Further studies involving larger and more diverse student populations are also recommended.

Keywords: Anatomical landmarks, clinical procedures, clinical anatomy, anatomical knowledge, undergraduate students, surface anatomy, anatomical structures, anatomical orientation, clinical landmarks, anatomy education, practical anatomy, anatomical relationships, physical examination, anatomy assessment, clinical anatomy education.