Improving physiotherapy students' anatomy learning experience and short-term knowledge retention-An observational...

Area of Science:

• Medical Education
• Physiotherapy Curriculum
• Anatomy Education

Background:

• Anatomy knowledge acquisition and retention in undergraduate physiotherapy programs present challenges.
• Traditional classroom learning may not be sufficient for optimal knowledge retention.

Purpose of the Study:

• To evaluate the effectiveness of the Kahoot! online game-based quiz in enhancing short-term knowledge retention of gross abdominal and pelvic anatomy.
• To assess the impact of interactive quizzes on the learning experience of first-year physiotherapy students.

Main Methods:

• An instructor-designed multiple-choice Kahoot! quiz was administered to first-year physiotherapy students.
• Knowledge retention was measured by correctly answered questions and Kahoot! scores.
• Statistical analysis included Mann-Whitney U test, Chi test for trend, and McNemar's chi-square test.

Main Results:

• A significant increasing trend in correctly answered anatomy questions was observed across Kahoot! sessions (χ²: 23.38, p<0.001).
• Four out of 12 questions showed significant differences in Kahoot! scores between sessions.
• Students reported improved learning experiences and unanimously agreed that the quiz enhanced anatomy knowledge retention.

Conclusions:

• Integrating online interactive quizzes like Kahoot! can effectively improve the learning experience for physiotherapy students.
• This approach shows promise for enhancing short-term anatomy knowledge retention in undergraduate medical education.
• Interactive digital tools can supplement traditional teaching methods in anatomy for allied health professions.