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Assessment of Students’ Ability to Identify Anatomical Structures from Dissection Photographs

Abstract

The study assesses students’ ability to identify anatomical structures during spotter examinations. Spotter examinations are commonly used in anatomy education to evaluate students’ ability to recognize and name anatomical structures presented on specimens, models, images, or other practical materials within a limited period. The ability to accurately identify structures during such examinations reflects students’ practical anatomical knowledge and their capacity to recognize structures in different anatomical presentations. The study will assess students’ ability to identify anatomical structures presented during spotter examinations. The specific objectives will include determining students’ accuracy in identifying selected anatomical structures, assessing their ability to recognize structures presented from different views, identifying anatomical structures that are more difficult for students to recognize, and examining patterns in students’ performance across different anatomical regions and types of practical materials. A cross-sectional descriptive research design will be adopted for the study. Undergraduate students who have undergone relevant anatomy instruction and are eligible for practical anatomy examinations will be selected using an appropriate sampling technique. Data will be obtained through a standardized spotter examination involving anatomical specimens, models, diagrams, radiological images, or other appropriate practical materials. 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 inferential tests applied where necessary. The study is expected to reveal varying levels of performance in the identification of anatomical structures during spotter examinations. Students may demonstrate higher accuracy with commonly encountered structures and structures with distinctive anatomical features, while greater difficulty may be observed with small, closely related, or visually similar structures and structures presented from unfamiliar perspectives. Variations in performance may also occur across different anatomical regions and categories of examination materials. The findings will be useful to anatomists, anatomy educators, practical instructors, and medical and health sciences educators by providing information on students’ practical identification abilities. The study may help identify areas where additional specimen exposure, repeated identification exercises, visual learning resources, practical demonstrations, and structured spotter practice are needed. It may also support the development of practical anatomy teaching and assessment strategies that improve students’ recognition of anatomical structures. The study will conclude by assessing students’ ability to identify anatomical structures during spotter examinations and documenting areas of relative strength and difficulty. It is recommended that students should be provided with adequate exposure to diverse anatomical specimens, models, images, and practical identification activities before examinations. Further studies involving larger and more diverse student populations and different practical assessment settings are also recommended.

Keywords: Spotter examinations, anatomical identification, anatomical structures, practical anatomy, undergraduate students, anatomy education, anatomy assessment, anatomical specimens, anatomical models, practical examination, structural identification, anatomical landmarks, visual recognition, anatomy learning, practical assessment.