Akademik Veri Yönetim Sistemi
Bratislava Medical Journal, cilt.127, sa.3, ss.951-960, 2026 (SCI-Expanded, Scopus)
Background: Medical students are often faced to with the challenge of memorizing the large volume of anatomical terms, leading to reliance on monotonous memorization. Thus, this study aims to examine the comparative association between instructor-led cumulative repetition (ILCR) and traditional instruction with respect to short-term recall. Methods: A quasi-experimental within-subject design was chosen employed to control for inter-individual differences. 140 s-year medical students participated in course module where female genital system, external structures were taught using the ILCR method, while internal structures were taught with the traditional single-exposure method serving as an internal control. Retention was evaluated through immediate schematic labeling trials for short-term and later through a laboratory practical examination with 286 students, allowing comparison of performance between participating and non-participating students. Results: There was an instructional method difference in recall rates that was statistically significant within the same cohort. In the immediate recall trial, the correct response rate for structures taught with ILCR was 69.23%, compared to only 17.64% for the traditional method (P < 0.001). Moreover, students who participated in the ILCR trials achieved a median score of 90/100 in the final laboratory examination, whereas non-participants score was significantly lower (50/100) (P < 0.001). Conclusion: Instructor-led cumulative repetition appears to provide a meaningful pedagogical advantage over classical didactic teaching methods in supporting the retention of anatomical terminology. The marked difference observed between the experimental and internal control conditions suggests that integrating this approach into standard lectures may represent an effective and time-efficient strategy for enhancing learning outcomes in medical education.