DOWNLOAD THE COMPLETE PROJECT

21 Users found this project useful

Effect of Anatomy Practical Quizzes on Students’ Retention of Anatomical Knowledge

Abstract

The study examines the effect of anatomy practical quizzes on students’ retention of anatomical knowledge among undergraduate students. Anatomy practical quizzes provide students with repeated opportunities to recall, identify, and apply anatomical information through questions based on specimens, models, diagrams, images, and other practical learning materials. Regular practical quizzes may strengthen memory retrieval and reinforce previously learned anatomical concepts, thereby supporting longer-term retention. The study will therefore investigate whether the use of practical quizzes can improve students’ ability to retain anatomical knowledge over time. The specific objectives will include determining students’ baseline level of anatomical knowledge, assessing their performance following exposure to anatomy practical quizzes, evaluating their retention of anatomical information after a defined period, and determining the aspects of anatomical knowledge that are most effectively retained through practical quiz activities. Attention will be given to students’ ability to identify anatomical structures, recall anatomical terminology, recognize important landmarks, and understand relationships between structures. A quasi-experimental research design will be adopted for the study. Undergraduate students studying anatomy or related health science programmes will be selected using an appropriate sampling technique and assigned to suitable study groups. One group will participate in regular anatomy practical quiz sessions in addition to conventional practical teaching, while the comparison group will receive conventional practical teaching without the additional quiz intervention. Data will be collected using standardized pre-tests, immediate post-tests, and delayed retention tests involving anatomical specimens, models, diagrams, or images. Data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, with appropriate inferential tests used to determine differences between the groups. The study is expected to reveal improved retention of anatomical knowledge among students exposed to regular anatomy practical quizzes. Students who participate in repeated practical retrieval activities may demonstrate stronger recall of anatomical structures, terminology, landmarks, and structural relationships, particularly when the quizzes provide repeated exposure to previously learned material. However, some students may continue to experience difficulty retaining information involving small, closely related, deep, or visually similar anatomical structures. The findings will be useful to anatomists, anatomy educators, medical educators, curriculum planners, and other health science educators involved in practical anatomy instruction. The study may provide useful information on the role of repeated practical assessment in strengthening students’ anatomical knowledge and supporting long-term retention. It may also contribute to the development of practical teaching strategies that encourage active recall, regular revision, and greater engagement with anatomical specimens and visual learning materials. The study will conclude by determining the effect of anatomy practical quizzes on students’ retention of anatomical knowledge. It is recommended that appropriately designed practical quizzes be incorporated into anatomy teaching and revision activities to provide students with regular opportunities to retrieve and reinforce previously learned information, while further studies involving larger and more diverse student populations should be conducted to examine the long-term educational benefits of repeated practical assessment.

Keywords: Anatomy practical quizzes, anatomical knowledge, knowledge retention, anatomy education, undergraduate students, practical anatomy, anatomy learning, retrieval practice, practical assessment, anatomical structures, anatomical terminology, anatomical landmarks, anatomy revision, memory retention, medical education.