{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,21]],"date-time":"2026-06-21T08:16:49Z","timestamp":1782029809880,"version":"3.54.5"},"reference-count":45,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2023,6,13]],"date-time":"2023-06-13T00:00:00Z","timestamp":1686614400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["anatomypubs.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Anatomical Sciences Ed"],"published-print":{"date-parts":[[2023,11]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>Anatomy is physiotherapy's foundation. However, undergraduate classroom learning and knowledge acquisition\u2010retention remain questionable. This study explored the possibility of improving this learning experience and evaluates the gross anatomy of abdomen and pelvis short\u2010term knowledge retention among first\u2010year physiotherapy students in Malta. The online Kahoot! game\u2010based quiz platform was used through an instructor\u2010designed best\u2010of\u2010four multiple\u2010choice questions. Correctly answered questions and Kahoot! scores generated by the platform were utilized to measure knowledge retention. Kahoot! sessions 1 and 3 shared similar attendance and response rate and were compared together. The Mann\u2013Whitney <jats:italic>U<\/jats:italic> test was used to compare Kahoot! scores and Chi test for trend to compare correctly answered questions. Students' perceived learning experiences before and after the introduction of the Kahoot quizzes were gathered through Likert scores and analyzed using McNamar's chi\u2010square test. Overall, a significantly increased trend in correctly answered questions (<jats:italic>\u03c7<\/jats:italic><jats:sup>2<\/jats:sup>: 23.38, <jats:italic>p<\/jats:italic>\u2010value: &lt;0.001) across the Kahoot! sessions were evident. Four questions out of 12 exhibited significant Kahoot! scores differences. Students reported better learning experiences following the initiation of Kahoot! (<jats:italic>\u03c7<\/jats:italic><jats:sup>2<\/jats:sup>: 5.1, <jats:italic>p<\/jats:italic>\u2010value: 0.02). Indeed, all students agreed that the use of the interactive quiz improved their anatomy short term knowledge retention. Introducing an online interactive quiz as part of the lecture program may be useful to improve the learning experience and anatomy knowledge retention among physiotherapy students.<\/jats:p>","DOI":"10.1002\/ase.2307","type":"journal-article","created":{"date-parts":[[2023,6,14]],"date-time":"2023-06-14T00:20:13Z","timestamp":1686702013000},"page":"1134-1143","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":7,"title":["Improving physiotherapy students' anatomy learning experience and short\u2010term knowledge retention\u2014An observational study in Malta"],"prefix":"10.1002","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2012-9234","authenticated-orcid":false,"given":"Sarah","family":"Cuschieri","sequence":"first","affiliation":[{"name":"Department of Anatomy, Faculty of Medicine and Surgery University of Malta  Msida Malta"},{"name":"Department of Epidemiology and Biostatistics Western University  London Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1549-9855","authenticated-orcid":false,"given":"Yuwaraj","family":"Narnaware","sequence":"additional","affiliation":[{"name":"Department of Human Health and Science, Faculty of Nursing MacEwan University  Alberta Edmonton 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