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Assessment of Students’ Use of Anatomical Atlases for Practical Revision

Abstract

The study examines students’ use of anatomical atlases for practical revision, with emphasis on how atlas-based resources are used to support the identification, visualization, and understanding of anatomical structures during practical anatomy preparation. Anatomical atlases provide detailed illustrations and labelled representations of structures and their relationships and are commonly used alongside specimens, models, and other learning resources. Their effective use may support students in preparing for practical anatomy sessions and developing confidence in recognizing anatomical structures. The study will assess students’ use of anatomical atlases during practical revision and determine the frequency and manner in which atlas resources are used. The specific objectives will include assessing students’ exposure to anatomical atlases, determining the frequency of atlas use for practical revision, identifying the anatomical topics and structures for which atlases are commonly used, examining students’ perceived usefulness of atlas illustrations for structure identification, and identifying challenges associated with atlas-based practical revision. A cross-sectional descriptive research design will be adopted for the study. Undergraduate students who have received relevant practical anatomy training will be selected using an appropriate sampling technique. Data will be collected using a structured questionnaire focusing on students’ access to anatomical atlases, frequency of use, preferred atlas features, revision practices, perceived usefulness, and challenges encountered during practical revision. Where applicable, standardized practical identification tasks may also be used to assess students’ ability to recognize anatomical structures. 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 patterns of anatomical atlas use among the students. Some students may report regular use of atlases for reviewing anatomical landmarks, relationships, and structural orientation before practical sessions, while others may use them less frequently because of accessibility, preference for alternative resources, or difficulty interpreting complex illustrations. Students may particularly rely on atlas illustrations when revising structures that are difficult to distinguish, deeply located, or presented from unfamiliar anatomical perspectives. The findings will be useful to anatomists, anatomy educators, practical anatomy instructors, curriculum developers, and educational institutions involved in undergraduate anatomy training. The study may provide information on students’ revision practices and the ways anatomical atlases contribute to practical preparation and structural recognition. The findings may also support the effective integration of atlas-based revision with cadaveric specimens, anatomical models, radiological images, and other practical learning resources. The study will conclude by documenting students’ use of anatomical atlases for practical revision and identifying the patterns, perceived benefits, and challenges associated with their use. It is recommended that students should be encouraged to use anatomical atlases systematically alongside practical specimens and other visual resources during revision. Further studies involving larger and more diverse student populations should also be conducted to examine the role of different atlas formats, including digital and printed atlases, in practical anatomy learning.

Keywords: Anatomical atlases, practical revision, anatomy learning, anatomy education, undergraduate students, anatomical illustrations, practical anatomy, anatomical structures, anatomy revision, structural identification, anatomical landmarks, spatial relationships, anatomical orientation, visual learning, anatomy assessment.