Radiological Anatomy in Undergraduate Medical Education: Identifying Gaps and Proposing Integration Strategies for India

Abstract Background: Radiological anatomy (RA) is a powerful tool for facilitating three-dimensional spatial comprehension in anatomy. However, its structured integration within India’s competency-based medical education curriculum remains limited, particularly in Phase I, where emphasis is primarily placed on projectional images. Methodology: An online survey was conducted among 50 interns and Phase III Part II MBBS students at a medical college in India. The semi-structured questionnaire, shared via WhatsApp, included 10 closed-ended and one open-ended question assessing students’ orientation to radiological images, confidence in identifying structures, and suggestions for improvement. Quantitative data were analyzed using Microsoft Excel, and qualitative responses were thematically analyzed. Results: While 86% of respondents reported confidence in recognizing structures on X-rays, only 26% and 8% demonstrated confidence for computed tomography and magnetic resonance imaging, respectively. Seventy percent of students emphasized the need for early integration of RA from Phase I, linking it with dissection and clinical relevance. Thematic analysis revealed three major themes: early and structured integration (40%), emphasis on clinical and practical relevance (36%), and improved learning and assessment strategies (34%). Conclusion: The findings highlight a substantial gap in structured exposure to cross-sectional imaging during Phase I. To address this, we propose strategies such as defining explicit Phase I competencies for cross-sectional images; streamlining the curriculum to focus on clinically relevant topics; and revising assessment methods to include image-based and scenario-based evaluations. Student perceptions reflect that early, structured, and clinically relevant integration of RA may be beneficial to develop spatial orientation and clinical reasoning skills.