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Relationship Between Anatomy Revision Frequency and Retention of Anatomical Knowledge

Abstract

The study examines the relationship between anatomy revision frequency and retention of anatomical knowledge among undergraduate students, with emphasis on how the regularity of revision may influence students’ ability to retain and recall anatomical information over time. Anatomy involves extensive structural terminology, spatial relationships, and detailed information that require sustained learning and reinforcement. Regular revision may therefore play an important role in maintaining previously acquired knowledge and supporting students’ performance in anatomy-related academic and practical activities. The study will assess the frequency with which students revise anatomy and determine their level of retained anatomical knowledge. The specific objectives will include determining the frequency of anatomy revision among students, assessing their level of retention of anatomical knowledge, identifying commonly used revision periods and approaches, and examining the relationship between revision frequency and students’ ability to recall and identify anatomical structures. The study will also identify anatomical areas in which students experience greater difficulty in retaining previously learned information. 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 a structured questionnaire to obtain information on anatomy revision frequency and a standardized anatomy knowledge test to assess retention of anatomical information. 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 revision frequency and retention of anatomical knowledge. The study is expected to reveal variations in students’ anatomy revision frequency and levels of retained anatomical knowledge. Students who engage in more regular revision may demonstrate stronger recall and recognition of anatomical structures, terminology, and spatial relationships, while students with less frequent revision may show greater difficulty recalling previously learned information. The strength of the relationship may vary across different areas of anatomy, particularly where the structures are numerous, closely related, or require detailed spatial understanding. The findings will be useful to anatomists, anatomy educators, curriculum planners, and other health science educators involved in undergraduate anatomy training. The study may provide useful information on students’ revision patterns and their association with retention of anatomical knowledge. It may also assist educators in developing revision schedules, practical reinforcement activities, and learning resources that encourage continuous engagement with anatomy rather than relying primarily on short-term examination preparation. The study will conclude by determining the relationship between anatomy revision frequency and retention of anatomical knowledge among undergraduate students. It is recommended that students should be encouraged to adopt consistent and structured anatomy revision practices throughout their academic training, supported by practical identification exercises, anatomical illustrations, models, and other appropriate learning resources. Further studies involving larger student populations and longer follow-up periods are recommended to provide additional evidence on factors associated with long-term retention of anatomical knowledge.

Keywords: Anatomy revision, revision frequency, anatomical knowledge, knowledge retention, anatomy education, undergraduate students, anatomy learning, anatomical structures, anatomy recall, anatomy assessment, practical anatomy, anatomical terminology, anatomy study habits, learning retention, medical education.