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Relationship Between Clinical Case Exposure and Students’ Application of Gross Anatomy

Abstract

The study examines the relationship between clinical case exposure and students’ application of gross anatomy. Gross anatomy provides the structural foundation for understanding the human body and is essential for interpreting clinical signs, physical findings, diagnostic procedures, and common healthcare conditions. However, students may experience difficulty transferring anatomical knowledge from classroom learning to clinical situations when opportunities for contextual application are limited. Exposure to clinical cases may provide students with opportunities to connect anatomical structures and relationships with practical clinical situations, thereby supporting the application of gross anatomy knowledge. The study will assess the extent of students’ exposure to clinical cases and determine their ability to apply gross anatomy knowledge to selected clinical situations. Clinical case exposure will include participation in case discussions, interpretation of anatomical findings, clinical scenarios, and activities that require students to relate anatomical structures to symptoms, physical examination findings, and common clinical conditions. Students’ application of gross anatomy will be assessed through structured case-based questions requiring identification of relevant structures, anatomical relationships, landmarks, and their clinical significance. A cross-sectional descriptive research design will be adopted for the study. Undergraduate anatomy students will be selected using an appropriate sampling technique. Data on students’ clinical case exposure will be obtained using a structured questionnaire, while their ability to apply gross anatomy will be assessed using standardized case-based assessment items. The data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while an appropriate correlation or inferential test will be applied to determine the relationship between clinical case exposure and students’ application of gross anatomy. The study is expected to reveal a positive relationship between greater exposure to clinical cases and students’ ability to apply gross anatomy knowledge. Students with more frequent exposure to relevant clinical situations may demonstrate better ability to identify anatomical structures, interpret anatomical relationships, recognize relevant landmarks, and connect structural knowledge with clinical findings. However, students may continue to experience difficulty applying knowledge to unfamiliar cases, complex anatomical relationships, or situations requiring integration of knowledge from different anatomical regions. The findings will be useful to anatomists, anatomy educators, curriculum planners, academic administrators, and undergraduate students by providing information on the importance of contextual learning in gross anatomy education. The findings may support greater integration of clinically relevant cases into anatomy teaching, practical sessions, revision activities, and assessment. Increased clinical case exposure may also help students appreciate the relevance of gross anatomy to clinical practice and improve their ability to transfer foundational anatomical knowledge to healthcare-related situations. The study will conclude by determining the relationship between clinical case exposure and students’ application of gross anatomy. It is recommended that appropriately designed clinical cases be incorporated into gross anatomy teaching and revision activities to provide students with opportunities to apply anatomical knowledge in meaningful contexts. Further studies involving larger and more diverse student populations should be conducted to examine the relationship across different areas of gross anatomy and different levels of clinical exposure.

Keywords: Clinical case exposure, application of gross anatomy, anatomy education, undergraduate students, gross anatomy, clinical anatomy, anatomical knowledge, clinical cases, anatomical structures, anatomical relationships, anatomical landmarks, clinical application, case-based learning, anatomy teaching, medical education.