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

Abstract

The study examines students’ knowledge of anatomical structures relevant to neurological examination, with emphasis on the brain, spinal cord, cranial nerves, peripheral nerves, sensory pathways, motor structures, and anatomical landmarks involved in the assessment of neurological function. Knowledge of these structures is essential for understanding the anatomical basis of neurological examination findings and for relating observed functional changes to specific regions of the nervous system. Adequate knowledge of neuroanatomy is therefore important for developing clinically relevant anatomical understanding among undergraduate students. The study will assess students’ knowledge of anatomical structures involved in neurological examination and determine their ability to identify relevant parts of the brain, spinal cord, cranial nerves, peripheral nerves, and major sensory and motor pathways. It will also examine students’ understanding of the anatomical relationships between neurological structures and specific examination procedures and identify areas of neuroanatomy 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 neurological 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 neurological examination among the students. Students may demonstrate stronger knowledge of major brain regions, spinal cord structures, and commonly recognized cranial nerves, while complex neural pathways, smaller structures, and relationships between neurological examination findings and their anatomical origins may present greater difficulty. Differences may also be observed in students’ ability to connect specific neurological examination procedures with the structures responsible for the functions being assessed. The findings will be useful to anatomists, anatomy educators, neurologists, clinical instructors, radiologists, and other healthcare educators involved in teaching or assessing neuroanatomy. The study may provide useful information for identifying areas where students require additional practical demonstrations, anatomical models, neuroanatomical diagrams, or image-based learning. Improved knowledge of the anatomical basis of neurological examination may also strengthen students’ ability to relate basic neuroanatomy to clinically relevant neurological assessment. The study will conclude by documenting students’ knowledge of anatomical structures relevant to neurological examination and identifying areas of strength and difficulty in their understanding of neuroanatomy. It is recommended that neurological examination examples should be incorporated into anatomy teaching through practical identification exercises, anatomical models, neuroanatomical images, and structured clinical anatomy activities. Further studies involving larger and more diverse student populations should also be conducted to provide broader information on students’ understanding of anatomy relevant to neurological examination.

Keywords: Neurological examination, anatomical structures, neuroanatomy, anatomical knowledge, undergraduate students, brain, spinal cord, cranial nerves, peripheral nerves, sensory pathways, motor pathways, anatomical landmarks, clinical anatomy, anatomy education, neurological assessment.