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Assessment of the Relationship Between Radiological Anatomy Exposure and Image Interpretation Skills

Abstract

The study assesses the relationship between radiological anatomy exposure and students’ image interpretation skills. Exposure to radiological anatomy provides students with opportunities to observe anatomical structures in sectional and imaging-based representations and to relate conventional anatomical knowledge to clinical images. Familiarity with radiological images may support the recognition of anatomical structures, understanding of spatial relationships, and interpretation of different imaging orientations. The study will assess the level of radiological anatomy exposure among students and examine its relationship with their ability to interpret anatomical images. The specific objectives will include determining students’ exposure to radiological anatomy resources, assessing their ability to identify anatomical structures on radiological images, evaluating their understanding of anatomical orientation and spatial relationships on images, and determining whether a measurable relationship exists between radiological anatomy exposure and image interpretation skills. A cross-sectional descriptive research design will be adopted for the study. Undergraduate students who have received relevant anatomy instruction will be selected using an appropriate sampling technique. Data will be collected using a structured questionnaire to assess students’ exposure to radiological anatomy and a standardized image interpretation assessment involving appropriately selected radiological images. The data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while an appropriate correlation test will be used to examine the relationship between radiological anatomy exposure and image interpretation performance. The study is expected to reveal varying levels of exposure to radiological anatomy and image interpretation skills among the students. Students with greater exposure may demonstrate stronger performance in identifying anatomical structures, recognizing anatomical orientation, and interpreting spatial relationships on radiological images. However, variations may be observed across different imaging modalities, anatomical regions, and levels of image complexity, and the observed relationship may differ according to students’ previous learning experiences. The findings will be useful to anatomists, anatomy educators, radiologists, medical educators, and curriculum developers by providing information on the relationship between exposure to radiological anatomy and students’ image interpretation skills. The study may help identify areas where additional exposure to computed tomography, magnetic resonance imaging, ultrasound, and other appropriate imaging resources could support anatomy learning. It may also provide useful information for developing imaging-based learning activities and practical assessments within undergraduate anatomy education. The study will conclude by assessing the relationship between radiological anatomy exposure and students’ ability to interpret anatomical images. It is recommended that appropriate radiological resources should be integrated into anatomy education through structured demonstrations, guided image interpretation, and practical exercises that connect imaging appearances with conventional anatomical knowledge. Further studies involving larger and more diverse student populations and longitudinal designs are also recommended.

Keywords: Radiological anatomy exposure, image interpretation skills, radiological anatomy, anatomy education, undergraduate students, medical imaging, anatomical structures, computed tomography, magnetic resonance imaging, ultrasound, spatial relationships, anatomical orientation, anatomy learning, radiological image interpretation, clinical anatomy.