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Effect of Self-Recorded Anatomy Explanations on Students’ Recall of Complex Structures

Abstract

The study examines the effect of self-recorded anatomy explanations on students’ recall of complex anatomical structures. Self-recorded explanations involve students creating personal audio or video recordings in which they describe, explain, and relate anatomical structures using their own words. This learning approach may encourage active processing, repeated review, and verbal organization of anatomical information, particularly when students encounter structures that are difficult to understand or remember through conventional study methods. The study will assess whether self-recorded anatomy explanations improve students’ recall of complex anatomical structures. The specific objectives will include determining students’ baseline ability to recall selected complex structures, implementing self-recorded anatomy explanations as a revision strategy, assessing students’ recall following the intervention, and comparing the recall performance of students who use self-recorded explanations with those who receive conventional revision. A quasi-experimental research design will be adopted for the study. Undergraduate anatomy students will be selected using an appropriate sampling technique and assigned to an intervention group that will use structured self-recorded anatomy explanations and a comparison group that will use conventional revision methods. Data will be collected using standardized anatomy recall tests covering complex structures, anatomical relationships, landmarks, and relevant terminology. Pre-test and post-test assessments will be conducted, and the data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential statistics will be applied to determine differences between the groups. The study is expected to reveal differences in students’ recall of complex anatomical structures following the use of self-recorded anatomy explanations. Students who engage in recording and reviewing their own explanations are expected to demonstrate improved recall of structural features, anatomical relationships, and terminology through repeated verbal processing and revision. However, some structures may remain difficult to recall because of their complex spatial relationships, small size, depth, or similarity to adjacent structures. The findings will be useful to anatomists, anatomy educators, medical educators, curriculum planners, and students. The study may provide useful information on the potential value of student-generated recordings as an active learning and revision strategy in anatomy education. It may also support the use of accessible, student-centred learning approaches that encourage learners to explain anatomical concepts in their own words and revisit difficult structures outside scheduled practical and classroom sessions. The study will conclude by determining the effect of self-recorded anatomy explanations on students’ recall of complex anatomical structures. It is recommended that students should be encouraged to use structured self-recording activities as a supplementary revision strategy, particularly for difficult anatomical structures, while appropriate guidance should be provided to promote accurate anatomical explanations. Further studies involving larger and more diverse student populations should be conducted to evaluate the long-term effectiveness of self-recorded anatomy explanations on anatomical knowledge retention.

Keywords: Self-recorded anatomy explanations, recall of anatomical structures, anatomy education, undergraduate students, complex anatomical structures, anatomy learning, active learning, student-generated recordings, anatomy revision, anatomical knowledge, structural recall, anatomical relationships, practical anatomy, knowledge retention, medical education.