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Relationship Between Memory Retention and Practical Anatomy Identification Skills

Abstract

The study examines the relationship between memory retention and practical anatomy identification skills among undergraduate students, with emphasis on how the ability to retain and retrieve anatomical knowledge may influence students’ performance during practical identification tasks. Practical anatomy requires students to recall the names, locations, features, and relationships of anatomical structures and apply this knowledge when examining specimens, models, diagrams, and images. Effective memory retention may therefore contribute to accurate and timely recognition of anatomical structures during practical assessments. The study will assess students’ level of memory retention and their practical anatomy identification skills. The specific objectives will include determining students’ ability to retain selected anatomical knowledge, assessing their performance in identifying anatomical structures during practical tasks, examining the relationship between memory retention and practical identification performance, and identifying categories of anatomical structures that students experience greater difficulty in recalling and recognizing. The study will also assess students’ ability to retrieve previously learned anatomical information during practical identification activities. A cross-sectional descriptive research design will be adopted for the study. An appropriate sample of undergraduate students studying human anatomy or related health science courses will be selected using an appropriate sampling technique. Data will be collected using standardized memory retention assessments and practical anatomy identification tests involving specimens, models, diagrams, or anatomical images. The data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while an appropriate correlation or inferential statistical test will be applied to determine the relationship between memory retention and practical anatomy identification skills. The study is expected to reveal a positive relationship between memory retention and practical anatomy identification skills. Students demonstrating stronger retention of anatomical knowledge may perform better in recognizing and naming structures, identifying anatomical landmarks, and distinguishing related structures during practical assessments. However, small, closely related, unfamiliar, or visually similar structures may remain more difficult to identify even among students with relatively good memory retention. The findings will be useful to anatomists, anatomy educators, curriculum planners, and health science educators involved in practical anatomy teaching. The study may provide useful information on the importance of sustained anatomical knowledge retention for successful practical identification and may support the use of revision strategies that strengthen long-term recall. The findings may also encourage the integration of repeated practical exposure, retrieval activities, anatomical specimens, models, diagrams, and other learning resources into anatomy education. The study will conclude by determining the relationship between memory retention and practical anatomy identification skills among the study population. It is recommended that anatomy teaching and revision should include strategies that promote long-term retention and repeated practical identification of anatomical structures. Further studies involving larger student populations and longer follow-up periods are recommended to provide broader evidence on the relationship between retained anatomical knowledge and practical anatomy performance.

Keywords: Memory retention, practical anatomy, anatomical identification, anatomy education, undergraduate students, anatomical knowledge, knowledge retention, anatomy learning, anatomical structures, practical anatomy skills, structure recognition, anatomical landmarks, anatomy assessment, practical performance, medical education.