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Effect of Emergency Cases on Students’ Application of Surface Anatomy

Abstract

The study examines the effect of emergency cases on students’ application of surface anatomy. Surface anatomy provides an important foundation for locating underlying structures through visible and palpable landmarks, particularly during physical examination and emergency procedures. Students may understand surface landmarks theoretically but experience difficulty applying this knowledge when faced with time-sensitive clinical situations. The use of emergency cases may provide realistic contexts that encourage students to identify relevant surface landmarks and relate them to underlying anatomical structures during common emergency situations. The study will assess students’ baseline ability to apply surface anatomy and determine the effect of emergency case-based learning on their application of relevant anatomical knowledge. The learning activities will involve selected emergency scenarios requiring students to identify appropriate surface landmarks, anatomical regions, and underlying structures. Students will be guided to apply surface anatomy knowledge to situations involving procedures such as assessment of peripheral pulses, identification of anatomical landmarks for vascular access, evaluation of injuries, and recognition of structures relevant to immediate clinical assessment. 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 an emergency case-based learning group and a comparison group receiving conventional surface anatomy instruction. The intervention group will participate in structured emergency case discussions and practical identification 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’ application of surface anatomy between the groups. The study is expected to reveal improved application of surface anatomy among students exposed to emergency cases. Students may demonstrate better ability to identify clinically relevant surface landmarks, locate underlying structures, and relate external anatomical features to emergency assessment and procedures. The emergency context may also improve students’ ability to apply anatomical knowledge in situations requiring rapid identification and decision-making. However, students may continue to experience difficulty with landmarks that are poorly defined, structures located deep beneath the surface, or emergency situations involving complex injuries. The findings will be useful to anatomists, anatomy educators, clinical educators, curriculum planners, and undergraduate students by providing information on the potential value of emergency cases in teaching applied surface anatomy. The findings may support the integration of clinically relevant emergency scenarios into surface anatomy teaching, practical sessions, and revision activities. Such learning experiences may also help students appreciate the relevance of surface anatomy to physical examination and other clinically oriented procedures. The study will conclude by determining the effect of emergency cases on students’ application of surface anatomy. It is recommended that appropriately designed emergency cases be incorporated into surface anatomy education alongside practical landmark identification activities and conventional instruction. Further studies involving larger and more diverse student populations should be conducted to evaluate the long-term effectiveness of emergency case-based learning in strengthening students’ practical application of surface anatomy.

Keywords: Emergency cases, surface anatomy, anatomy education, undergraduate students, applied anatomy, anatomical landmarks, surface markings, clinical anatomy, practical anatomy, emergency assessment, anatomical structure identification, case-based learning, physical examination, anatomy teaching, medical education.