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Comparative Study of Spaced Repetition and Conventional Revision in Anatomy Learning

Abstract

The study compares spaced repetition and conventional revision in anatomy learning among undergraduate students, with emphasis on how the timing and organization of revision may influence students’ retention and recall of anatomical knowledge. Spaced repetition involves reviewing anatomical information at planned intervals over a period of time, while conventional revision may involve reviewing course materials through less structured or concentrated study sessions. Comparing these approaches may provide useful information on their relevance to the learning of extensive anatomical terminology, structures, and relationships. The study will compare students’ anatomy learning outcomes following spaced repetition and conventional revision. The specific objectives will include assessing students’ baseline anatomical knowledge, determining their performance following each revision approach, comparing their ability to recall anatomical terminology and identify anatomical structures, and assessing their understanding of selected anatomical relationships. The study will also determine areas of anatomy that may remain difficult for students following the different revision approaches. A comparative quasi-experimental 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 and assigned to spaced repetition and conventional revision groups. Data will be collected using standardized anatomy knowledge and practical identification tests administered before and after the revision period, with a follow-up assessment used to assess retained knowledge where appropriate. The data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential tests will be applied to compare the performance of the two groups. The study is expected to reveal differences in anatomy learning outcomes between students exposed to spaced repetition and those using conventional revision. Students using spaced repetition may demonstrate stronger recall and retention of anatomical terminology, structure identification, and selected anatomical relationships, particularly when knowledge is assessed after an interval. However, complex, closely related, or less frequently encountered anatomical structures may remain challenging despite repeated revision. The findings will be useful to anatomists, anatomy educators, curriculum planners, and health science educators involved in anatomy teaching and revision. The study may provide useful evidence on the value of structured revision intervals in supporting the retention of extensive anatomical information. It may also assist educators in developing revision programmes that combine repeated recall, practical identification, anatomical models, specimens, diagrams, and other appropriate learning resources. The study will conclude by comparing the effectiveness of spaced repetition and conventional revision in anatomy learning among the study population. It is recommended that appropriately structured spaced revision activities should be incorporated into anatomy learning and examination preparation, particularly for terminology, structure recognition, and complex anatomical relationships. Further studies involving larger and more diverse student populations and longer follow-up periods are recommended to examine the sustained effects of spaced repetition on anatomical knowledge retention and practical performance.

Keywords: Spaced repetition, conventional revision, anatomy learning, anatomy education, undergraduate students, knowledge retention, anatomical knowledge, anatomy revision, anatomical terminology, anatomical structures, structure identification, practical anatomy, memory retention, revision strategies, medical education.