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Effect of Flashcard-Based Revision on Students’ Retention of Anatomical Knowledge

Abstract

The study examines the effect of flashcard-based revision on students’ retention of anatomical knowledge, with emphasis on how the use of structured question-and-answer cards may support the recall and retention of anatomical information among undergraduate students. Human anatomy involves extensive terminology, structural details, anatomical relationships, and identification of numerous body structures, which may be difficult to retain through conventional reading alone. Flashcard-based revision provides an active learning approach that allows students to repeatedly retrieve and reinforce previously learned information. The study will assess the effect of flashcard-based revision on students’ retention of anatomical knowledge. The specific objectives will include determining students’ level of anatomical knowledge before exposure to flashcard-based revision, assessing their level of knowledge retention after the intervention, comparing the retention performance of students using flashcards with those using conventional revision methods, and identifying anatomical areas that remain difficult for students to retain. The study will also assess students’ ability to recall anatomical terminology, identify structures, and recognize relevant anatomical relationships. A 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 relevant study groups. Data will be collected using standardized anatomy knowledge tests administered before and after the revision intervention, with questions covering anatomical terminology, structure identification, and anatomical relationships. The data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential tests will be applied to determine differences in knowledge retention between the study groups. The study is expected to reveal improved retention of anatomical knowledge among students exposed to flashcard-based revision. Students may demonstrate stronger recall of anatomical terms, structure names, locations, and distinguishing features compared with students relying primarily on conventional revision methods. The improvement may be more evident for information that is repeatedly retrieved, although small, closely related, or spatially complex anatomical structures may remain more difficult for some students to retain. The findings will be useful to anatomists, anatomy educators, curriculum planners, and health science educators involved in undergraduate anatomy teaching. The study may provide evidence on the usefulness of flashcard-based revision as an active learning strategy for reinforcing anatomical knowledge and supporting examination preparation. It may also encourage the development of structured flashcard activities that complement practical sessions, anatomical specimens, models, diagrams, and other learning resources. The study will conclude by determining the effect of flashcard-based revision on students’ retention of anatomical knowledge. It is recommended that flashcard-based revision should be incorporated appropriately into anatomy learning and revision activities, particularly for reinforcing anatomical terminology, structure identification, and key anatomical relationships. Further studies involving larger student populations and longer follow-up periods are recommended to determine the sustained effectiveness of flashcard-based revision on anatomical knowledge retention and practical anatomy performance.

Keywords: Flashcard-based revision, anatomical knowledge, knowledge retention, anatomy education, undergraduate students, anatomy learning, anatomical structures, anatomical terminology, structure identification, active learning, anatomy revision, memory retention, practical anatomy, learning strategies, medical education.