STUDENT-FACULTY SUMMER RESEARCH
Current Summer Project Title:
Hearts, Livers, and a Whole Lot of Guessing: How Anatomical Knowledge Varies Among College Students and Why It Matters
We are recruiting TWO undergraduate researchers to join us on this project.
Please review the project below and then APPLY by going to this form:
https://forms.gle/9vs7pmMwhyxKhayh7
Project Mentors:
Dr. Daniel Zajic
As an anatomy professor with a Ph.D. in biology and over a decade of experience teaching anatomy and physiology, I (Dr. Zajic) bring expertise in both anatomical science and education to this study. My work focuses not only on delivering content but also on making anatomy learning accessible and engaging for diverse student populations. I have a strong interest in pedagogy and scientific communication, particularly in bridging the gap between expert knowledge and public understanding. Through my research and teaching, I emphasize evidence-based learning strategies that promote retention and application of anatomical knowledge. Additionally, my background in scientific communication allows me to consider not only how to students learn anatomy, but also how they engage with anatomical misinformation, particularly in an era where public discourse on health is shaped by social media, political rhetoric, and state-level policy decisions. As a member of the American Association for Anatomy, I have actively participated in their national conference in previous years and plan to attend again this year (March 2025), leveraging these opportunities to foster collaboration and further enrich this study. This background uniquely positions me to investigate the relationships between anatomy education, demographic factors, and broader societal implications.
Dr. Yanna Weisberg
Dr. Weisberg is a professor of psychology and brings expertise in human subjects research, specifically survey design. Her work focuses mostly on individual differences in psychological variables and how these differences are associated with behavioral choices and other outcomes. This knowledge will aid our creation of our survey methodology as well as rigorous testing of our hypotheses.
Our role as mentors will be to assist students and guide them through the parts of the research process (see timeline for details). Once data are collected and analyzed, we will work collaboratively to disseminate the outcomes of our research project through diverse channels. Our students and we will present the results at local, regional, and national conferences, including the annual Linfield Student Symposium. Furthermore, we will communicate the findings to the scientific community via publication in peer-reviewed scientific journals, while also using social media to reach out to the general non-scientific community.
Abstract/Summary of Project Proposal:
Anatomical knowledge is crucial for personal and public health decisions, yet studies show U.S. adults have low accuracy in identifying anatomical structures. Even among healthcare professionals, knowledge varies. This study examines how factors such as major, athletics, and state of residence influence anatomical knowledge in college students and how it relates to political engagement and news consumption, particularly in the context of health misinformation. We will survey students at Linfield and other institutions, assessing anatomical knowledge, demographics, political engagement, and news sources. We predict that students in health-related majors, at private institutions, or involved in NCAA athletics will demonstrate higher knowledge, while reliance on social media for health information will correlate with lower scores. Findings will identify knowledge gaps, inform education strategies, and contribute to health literacy research. Results will be presented at conferences and published in peer-reviewed journals, co-authored with our student researchers.
Research Project Background:
There has been presented work showing that anatomical knowledge varies among US adults, and this variation is associated with multiple demographic factors such as educational attainment, job field, state of residence. Notably, general rates of accurate knowledge did not exceed 45% for any anatomical system, which is a concern in a society where the leading causes of death — including heart and liver disease — are directly related to anatomy (Taylor & Wessels, 2023). Even among healthcare professionals, rates of correct answers varied significantly.
College students are a unique group in that they have some base knowledge and are also seeking to expand their knowledge. Specifically, their anatomy knowledge before attending college likely varies based on their high school background, sports involvement, personal experience with the medical system, and state of residence. Additionally, students choose colleges based on their programs, and differences in anatomical knowledge may exist between students who attend private vs. public universities, major in health and medical sciences vs. other fields, and compete in NCAA athletics vs. those who do not.
Currently in the United States, legislation is dealing with issues of bodily autonomy. Topics such as reproductive health, vaccines, and medications (e.g., antidepressants and semaglutide) are central to ongoing policy discussions. Voters may lack sufficient education about these issues, and regardless of their level of knowledge, they are likely receiving messages from social media and other sources that may be inaccurate.
Anatomical knowledge relates directly to individuals’ own health outcomes, as well as those of their loved ones, and through voting behavior, affects public health policy nationwide. Given its importance, it is imperative that accurate and accessible anatomical information is more widely disseminated.
Public health initiatives rely on an informed population to make decisions that benefit both individuals and communities. Misconceptions about anatomy and physiology can contribute to poor health choices, reduced adherence to medical guidelines, and exacerbated disparities in healthcare. Understanding how anatomical knowledge varies by demographic factors can help identify gaps in health literacy and inform targeted education efforts. By addressing these disparities, we can improve health outcomes, empower individuals to engage more effectively with the healthcare system, and foster a society that is better equipped to make evidence-based decisions about health policy and personal well-being.
We plan to survey college students at Linfield and other colleges and universities about their anatomical knowledge. Additionally, we will collect demographic information including age, gender, ethnicity, state of upbringing and residence, political engagement and ideology. Building on research done by our colleagues regarding belief in fake news and news exposure, we will also ask about respondents’ primary news sources. To examine these relationships, we have outlined the following aims for our study:
Research Project Aims:
Aim 1: Investigate the variation in anatomical knowledge among college students based on demographic factors, including educational background, major, athletic involvement, and type of institution (public vs. private).
Hypothesis 1: College students majoring in health and medical sciences will demonstrate significantly higher anatomical knowledge compared to those in non-health-related majors.
Hypothesis 2: Students attending private universities will have higher anatomical knowledge scores compared to those attending public institutions, due to potential differences in educational resources and curriculum emphasis.
Hypothesis 3: Students involved in NCAA athletics will have greater knowledge of musculoskeletal anatomy but may not show a significant advantage in other anatomical systems.
Aim 2: Assess the relationship between anatomical knowledge, political engagement, and exposure to health-related misinformation through various news sources.
Hypothesis 1: Students who engage more frequently with social media as a primary news source will have lower anatomical knowledge scores compared to those who rely on traditional news sources (e.g., academic journals, newspapers).
Hypothesis 2: Higher anatomical knowledge will be associated with greater support for evidence-based health policies (e.g., vaccine mandates, reproductive health access).
Hypothesis 3: Students with higher political engagement, regardless of ideology, will have more confidence in their anatomical knowledge, but this confidence may not always correlate with accuracy.
Tentative Timeline of Project Events:
Spring 2025: Literature Review & Research Assistant Recruitment
Conduct literature review in anatomy and social sciences about the following topics: anatomical knowledge, ideological differences, belief in science, regional differences in anatomy education
Recruit students in the fall who can assist with data collection efforts
Weeks 1–3: Literature Review, Hypothesis Refinement
Continue literature review that began spring semester
Summarize and formally write up literature review
Weeks 4–6: Measurement Selection, Program Development, and IRB Application
Select measures based on ongoing literature review
Preregister methods and hypotheses
Design the experiment and all surveys
Pilot test and train assistants in running the experiment
Complete and submit Institutional Review Board (IRB) application (including consent forms)
Make any needed changes to final measures and programming
Weeks 7–10, September: Qualtrics; Explore Technical Details for Data Collection
Build questionnaires in Qualtrics (online survey software) for online completion
Secure any additional funding necessary for participant payment
Begin running participants
Fall 2025: Scheduling program; Data Entry; Data Scoring
Pending IRB approval, run the experiment
Collect data via online survey
Write syntax to score measures once data collection is complete
Check data entry
Conduct data screening and cleaning
Conduct initial analyses
Fall 2025–January 2026: Submit work for presentation at one or more conferences
Works Cited:
Taylor, A. M., & Wessels, Q. (2023, March 26). Dissecting Deep: An investigation into the anatomical knowledge of the US public. Anatomy Connected, Washington, D.C.