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Correlation of Surface Landmarks with Radiological Findings in Undergraduate Anatomy Training

Abstract

The study examines the correlation of surface landmarks with radiological findings in undergraduate anatomy training, with emphasis on how external anatomical landmarks correspond with structures visualized through medical imaging. Surface landmarks provide important reference points for locating underlying bones, muscles, vessels, nerves, joints, and organs, while radiological images provide sectional and internal views of these structures. Integrating both approaches may help students develop a stronger understanding of the relationship between surface anatomy and internal anatomical organization. The study will assess students’ ability to relate selected surface landmarks to corresponding structures identified on radiological images. The specific objectives will include identifying clinically relevant surface landmarks, determining students’ ability to locate the corresponding anatomical structures on radiological images, assessing their understanding of the spatial relationship between surface and internal structures, and determining the correlation between surface landmark identification and radiological interpretation performance. A descriptive cross-sectional research design will be adopted for the study. An appropriate sample of undergraduate students will be selected using a suitable sampling technique. Data will be collected through practical surface landmark identification exercises and structured radiological image interpretation tasks involving selected anatomical regions. Students will be required to relate surface landmarks to corresponding structures on appropriate radiological images, including plain radiographs, computed tomography, or other suitable imaging resources. The collected data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while an appropriate correlation test will be used to determine the relationship between surface landmark recognition and radiological findings. The study is expected to reveal a positive relationship between students’ ability to identify surface landmarks and their ability to recognize corresponding structures on radiological images. Students who demonstrate stronger understanding of surface anatomy may show better ability to orient radiological images, identify anatomical structures, and appreciate their spatial relationships. Greater difficulties may be observed when interpreting deep, closely related, overlapping, or less clearly visualized structures on radiological images. The findings will be useful to anatomists, anatomy educators, radiologists, radiographers, medical students, physiotherapy students, and other healthcare trainees involved in anatomy and medical imaging education. The study may provide useful information on the value of integrating surface anatomy with radiological resources during undergraduate anatomy training. It may also assist educators in developing practical learning activities that help students transfer knowledge between external anatomical landmarks and internal structures observed through imaging. The study will conclude by determining the correlation between surface landmark recognition and radiological findings in undergraduate anatomy training. It is recommended that anatomy teaching should integrate supervised surface landmark identification with appropriate radiological image interpretation to strengthen students’ understanding of three-dimensional and internal anatomical relationships. Further studies involving larger and more diverse student populations should be conducted to provide additional evidence on the effectiveness of integrated surface anatomy and radiological training.

Keywords: Surface landmarks, radiological findings, undergraduate anatomy training, surface anatomy, radiological anatomy, anatomy education, anatomical structures, medical imaging, anatomical identification, spatial relationships, radiological image interpretation, clinical anatomy, practical anatomy, anatomy learning, medical education.