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Effect of Clinical Imaging Cases on Students’ Understanding of Anatomical Relationships

Abstract

The study examines the effect of clinical imaging cases on students’ understanding of anatomical relationships. Understanding the spatial relationships between anatomical structures is essential for developing a comprehensive knowledge of human anatomy and interpreting clinical conditions. Students may find it difficult to visualize the relative positions of structures when anatomy is taught mainly through conventional diagrams, models, or isolated descriptions. Clinical imaging cases provide opportunities for students to observe anatomical structures in realistic radiological contexts and relate their positions, boundaries, and associations to clinical findings. The study will assess students’ baseline understanding of anatomical relationships and determine the effect of clinical imaging cases on their ability to interpret spatial relationships between anatomical structures. The imaging cases will involve selected radiological materials, such as appropriately chosen computed tomography, magnetic resonance imaging, ultrasound, or plain radiographic images, depending on the anatomical region being studied. Students will be guided to identify relevant structures, describe their anatomical relationships, and relate imaging appearances to selected clinical situations. A quasi-experimental research design will be adopted for the study. Undergraduate anatomy students will be selected using an appropriate sampling technique and assigned to a clinical imaging case group and a comparison group receiving conventional anatomy instruction. The intervention group will participate in structured imaging-based learning activities, while both groups will undergo standardized assessments before and after the instructional period. Data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, with appropriate inferential tests used to determine differences in students’ understanding of anatomical relationships between the groups. The study is expected to reveal improved understanding of anatomical relationships among students exposed to clinical imaging cases. Students may demonstrate better ability to identify adjacent structures, recognize spatial orientation, interpret sectional relationships, and relate anatomical structures to surrounding tissues and clinically relevant findings. The use of imaging cases may also strengthen three-dimensional and cross-sectional visualization skills. However, students may continue to experience difficulties when interpreting complex images, structures with similar appearances, or anatomical regions with overlapping or closely positioned structures. The findings will be useful to anatomists, anatomy educators, radiology educators, curriculum planners, academic administrators, and undergraduate students by providing information on the potential value of clinical imaging cases in anatomy education. The findings may support the integration of appropriately selected imaging cases into anatomy teaching, practical sessions, revision activities, and assessments. Imaging-based learning may also help students appreciate the relationship between anatomical knowledge and clinical image interpretation. The study will conclude by determining the effect of clinical imaging cases on students’ understanding of anatomical relationships. It is recommended that appropriately selected and clearly labelled clinical imaging cases be incorporated into anatomy education alongside conventional teaching methods, with adequate guidance on image orientation and anatomical identification. Further studies involving larger and more diverse student populations should be conducted to evaluate the long-term effectiveness of imaging-based anatomy learning across different anatomical regions.

Keywords: Clinical imaging cases, anatomical relationships, anatomy education, undergraduate students, clinical anatomy, radiological anatomy, medical imaging, anatomical structures, spatial relationships, cross-sectional anatomy, anatomy learning, image interpretation, practical anatomy, anatomy teaching, medical education.