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Assessment of Students’ Ability to Correlate Cadaveric Specimens with Radiological Images

Abstract

The study assesses students’ ability to correlate cadaveric specimens with radiological images. The ability to relate anatomical structures observed during cadaveric dissection to their appearance on radiological images is an important component of integrated anatomy education. Such correlation enables students to connect direct anatomical observation with imaging-based representations and may strengthen their understanding of the location, shape, orientation, and spatial relationships of structures within the human body. The study will assess students’ ability to recognize corresponding anatomical structures in cadaveric specimens and radiological images. The specific objectives will include determining students’ ability to identify structures in cadaveric specimens, assessing their ability to locate the corresponding structures on radiological images, evaluating their understanding of the spatial relationships between structures across the two learning modalities, and identifying anatomical regions or structures that present greater difficulty during specimen-to-image correlation. A cross-sectional descriptive research design will be adopted for the study. Undergraduate students who have received relevant anatomy and practical instruction will be selected using an appropriate sampling technique. Data will be collected through a structured practical assessment involving selected cadaveric specimens and corresponding radiological images, which may include computed tomography, magnetic resonance imaging, or other appropriate imaging modalities. Students’ responses will be scored using a predetermined marking scheme, and the data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, with appropriate correlation or comparative tests applied where necessary. The study is expected to reveal varying levels of ability to correlate cadaveric specimens with radiological images. Students may demonstrate stronger performance with prominent and easily recognizable structures, while greater difficulties may be observed with small structures, overlapping tissues, structures presented in unfamiliar imaging planes, and anatomical relationships that differ in appearance between specimens and images. Differences may also be observed in students’ ability to integrate three-dimensional anatomical knowledge with two-dimensional or sectional radiological representations. The findings will be useful to anatomists, anatomy educators, radiologists, medical educators, and curriculum developers by providing information on students’ ability to integrate cadaver-based and imaging-based anatomical knowledge. The study may help identify areas requiring additional radiological demonstrations, guided specimen-to-image correlation exercises, three-dimensional anatomical models, and integrated practical teaching. It may also support the development of anatomy teaching approaches that connect gross anatomy with clinically relevant imaging interpretation. The study will conclude by assessing students’ ability to correlate cadaveric specimens with radiological images and identifying areas of relative strength and difficulty. It is recommended that anatomy teaching should provide regular opportunities for students to compare cadaveric structures with corresponding radiological appearances using appropriately selected specimens and imaging resources. Further studies involving larger and more diverse student populations and different integrated anatomy learning environments are also recommended.

Keywords: Cadaveric specimens, radiological images, anatomy education, anatomical correlation, undergraduate students, cadaver-based learning, radiological anatomy, gross anatomy, anatomical structures, computed tomography, magnetic resonance imaging, anatomical identification, spatial relationships, integrated anatomy, anatomy assessment.