Abstract

The study examines the relationship between three-dimensional visualization skills and anatomy learning among undergraduate students, with emphasis on the ability to mentally interpret, manipulate, and understand anatomical structures in three-dimensional space. Three-dimensional visualization is an important cognitive skill in anatomy because many anatomical structures have complex spatial relationships that may be difficult to understand through two-dimensional representations alone. Assessing this relationship may provide useful information on how spatial visualization abilities relate to students’ understanding of anatomical concepts. The study will assess the relationship between students’ three-dimensional visualization skills and their anatomy learning. The specific objectives will include determining the level of three-dimensional visualization skills among undergraduate students, assessing their level of anatomy learning, examining the relationship between visualization skills and anatomy learning performance, and identifying variations in visualization ability and anatomy learning among the participating students. A cross-sectional descriptive research design will be adopted for the study. An appropriate sample of undergraduate students will be selected using a suitable sampling technique. Data will be collected using a standardized three-dimensional visualization or spatial ability assessment and an appropriate anatomy learning assessment covering selected anatomical concepts. The collected data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while correlation and other appropriate inferential tests will be applied to determine the relationship between three-dimensional visualization skills and anatomy learning. The study is expected to reveal varying levels of three-dimensional visualization skills and anatomy learning among the participating undergraduate students. A measurable relationship may be observed between students’ visualization abilities and their performance in selected anatomy learning assessments. Differences may also be identified in students’ ability to interpret anatomical structures, spatial relationships, orientation, and three-dimensional configurations, providing insight into the role of spatial visualization in anatomy learning. The findings will be useful to anatomists, anatomy educators, medical educators, curriculum developers, and other professionals involved in undergraduate anatomy education. Understanding the relationship between three-dimensional visualization skills and anatomy learning may support the development of teaching approaches that incorporate anatomical models, three-dimensional digital resources, spatial exercises, and other visualization-based learning activities. The findings may also assist educators in identifying students who require additional support in understanding complex spatial anatomical relationships. The study will conclude by determining the relationship between three-dimensional visualization skills and anatomy learning among undergraduate students. It is recommended that appropriate visualization-based learning resources and spatial training activities should be incorporated into anatomy education where necessary, while further studies involving larger and more diverse student populations should be conducted to provide broader evidence on the role of three-dimensional visualization skills in anatomical learning.

Keywords: Three-dimensional visualization, spatial visualization, anatomy learning, undergraduate students, anatomical education, spatial ability, three-dimensional anatomy, anatomical structures, spatial relationships, anatomy education, visual-spatial skills, anatomical orientation, learning performance, anatomy assessment, medical education.