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Effect of Anatomy Portfolio Development on Students’ Retention of Practical Knowledge

Abstract

The study examines the effect of anatomy portfolio development on students’ retention of practical anatomy knowledge. Portfolio development provides students with an organized record of their practical learning activities, observations, anatomical drawings, specimen identifications, practical notes, and reflections. Maintaining such records may encourage repeated review, active engagement, and systematic organization of anatomical information, which may support the retention of practical knowledge. The study will assess whether the development of anatomy portfolios influences students’ retention of practical anatomy knowledge. The specific objectives will include determining students’ level of practical anatomy knowledge before the intervention, implementing structured anatomy portfolio development during practical sessions, assessing students’ practical knowledge immediately after the learning period, and determining their level of knowledge retention after a specified period. A quasi-experimental research design will be adopted for the study. Undergraduate anatomy students will be selected using an appropriate sampling technique and divided into an intervention group exposed to structured anatomy portfolio development and a comparison group receiving conventional practical learning. Data will be collected using standardized practical anatomy tests involving identification of anatomical structures, anatomical landmarks, and relevant structural relationships. Pre-test, post-test, and delayed retention assessments will be conducted, and the data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, with appropriate inferential statistics used to determine differences between the groups. The study is expected to reveal differences in the retention of practical anatomy knowledge between students who participate in structured portfolio development and those who receive conventional practical instruction. Students involved in portfolio development are expected to demonstrate improved recall of anatomical structures, landmarks, terminology, and structural relationships because of repeated documentation and review of practical experiences. However, some structures may remain difficult to retain, particularly those that are small, deep, closely related, or difficult to distinguish visually. The findings will be useful to anatomists, anatomy educators, medical educators, curriculum planners, and institutional administrators. The study may provide useful information on the value of portfolio-based learning as an instructional approach for strengthening practical anatomy knowledge and encouraging continuous engagement with practical learning materials. It may also support the integration of structured portfolio activities into anatomy practical sessions where appropriate. The study will conclude by determining the effect of anatomy portfolio development on students’ retention of practical anatomy knowledge. It is recommended that structured portfolio activities should be incorporated into practical anatomy teaching to encourage systematic documentation, review, and reflection on practical learning experiences, while further studies involving larger and more diverse student populations should be conducted to evaluate the long-term effectiveness of portfolio-based anatomy learning.

Keywords: Anatomy portfolio development, practical knowledge retention, anatomy education, undergraduate students, practical anatomy, portfolio-based learning, anatomy learning, knowledge retention, practical learning, anatomical structure identification, anatomy revision, anatomical knowledge, student learning, practical assessment, medical education.