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Assessment of Students’ Use of Radiological Images for Anatomy Learning

Abstract

The study examines students’ use of radiological images for anatomy learning, with emphasis on how imaging resources are used to understand anatomical structures, spatial relationships, anatomical orientation, and the appearance of body structures in sectional and clinical representations. Radiological images provide visual representations of internal structures that may not be easily appreciated through conventional anatomical diagrams or specimens alone. Their use in anatomy learning may therefore help students relate theoretical anatomical knowledge to structures as they appear within the living body. The study will assess students’ use of radiological images during anatomy learning and determine the frequency and manner in which such images are used to support their understanding of anatomical structures. The specific objectives will include assessing students’ exposure to radiological images, identifying the types of radiological images commonly used, determining the anatomical topics for which they are applied, examining students’ ability to recognize structures from radiological images, and identifying challenges associated with their use for anatomy learning. 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 focusing on students’ exposure, frequency of use, accessibility, perceived usefulness, and learning experiences with radiological images, together with standardized image-based anatomical identification tasks where applicable. 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 students’ use of radiological images for anatomy learning. Some students may report regular use of radiological images for understanding sectional anatomy, internal structures, and anatomical relationships, while others may have limited exposure because of accessibility, unfamiliarity with image interpretation, or limited integration into anatomy teaching. Students may demonstrate greater difficulty identifying small, overlapping, or closely related structures, particularly when anatomical orientation and sectional levels are unfamiliar. The findings will be useful to anatomists, anatomy educators, radiologists, medical educators, curriculum developers, and educational institutions involved in undergraduate anatomy training. The study may provide useful information on how students engage with radiological images and the anatomical areas where such resources are most frequently applied. The findings may also support the integration of appropriate radiological images into anatomy teaching to strengthen students’ understanding of internal structures, sectional anatomy, and clinically relevant anatomical relationships. The study will conclude by documenting students’ use of radiological images for anatomy learning and identifying patterns, benefits, and challenges associated with their use. It is recommended that appropriately selected radiological images should be integrated into anatomy teaching alongside specimens, models, diagrams, and other learning resources. Further studies involving larger and more diverse student populations should also be conducted to examine the contribution of different radiological imaging modalities to students’ anatomical understanding and image-based identification skills.

Keywords: Radiological images, anatomy learning, anatomy education, undergraduate students, radiological anatomy, medical imaging, anatomical structures, image-based learning, computed tomography, magnetic resonance imaging, ultrasound, anatomical identification, sectional anatomy, spatial relationships, clinical anatomy.