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Assessment of Students’ Knowledge of Anatomical Features Involved in Human Gait

Abstract

The study examines students’ knowledge of anatomical features involved in human gait, with emphasis on the bones, joints, muscles, ligaments, tendons, and anatomical landmarks that contribute to the normal pattern of walking. Human gait involves coordinated movements of the lower limbs, pelvis, and trunk and depends on the structural arrangement and functional interaction of several anatomical components. Understanding these features is therefore important for developing knowledge of functional and musculoskeletal anatomy among undergraduate students. The study will assess students’ knowledge of anatomical features involved in human gait and determine their ability to identify structures that contribute to the different phases of walking. The specific objectives will include assessing knowledge of the bones and joints of the lower limb, major muscles involved in gait, relevant tendons and ligaments, anatomical landmarks associated with movement, and the structural relationships that support normal gait. The study will also identify areas of gait-related anatomy that may present difficulties during learning and practical assessment. A cross-sectional descriptive research design will be adopted for the study. Undergraduate students who have received relevant anatomy training will be selected using an appropriate sampling technique. Data will be collected using a structured questionnaire and standardized anatomical identification or image-based assessment focusing on structures involved in human gait. The data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential statistical tests will be applied where necessary. The study is expected to reveal varying levels of knowledge of anatomical features involved in human gait among the students. Students may demonstrate stronger knowledge of major bones and joints of the lower limb, while detailed understanding of the muscular, ligamentous, and tendinous contributions to specific phases of gait may present greater difficulty. Differences may also be observed in students’ ability to relate particular anatomical structures to their roles in supporting movement, stability, weight transfer, and coordination during walking. The findings will be useful to anatomists, anatomy educators, physiotherapists, physical therapists, medical educators, and other professionals involved in teaching human movement and musculoskeletal anatomy. The study may provide useful information for identifying areas where students require additional practical demonstrations, anatomical models, movement illustrations, or image-based learning. Improved knowledge of gait-related anatomy may also strengthen students’ understanding of the relationship between anatomical structures and normal human movement. The study will conclude by documenting students’ knowledge of anatomical features involved in human gait and identifying areas of strength and difficulty in their understanding of functional anatomy. It is recommended that gait-related anatomical concepts should be taught using practical and movement-oriented approaches that combine anatomical specimens, models, diagrams, and appropriate functional demonstrations. Further studies involving larger and more diverse student populations should also be conducted to provide broader information on students’ knowledge of the anatomical basis of human gait.

Keywords: Human gait, anatomical features, gait anatomy, anatomical knowledge, undergraduate students, lower limb anatomy, bones, joints, muscles, ligaments, tendons, anatomical landmarks, functional anatomy, musculoskeletal anatomy, anatomy education.