Assessing the efficacy of the Pomodoro technique in enhancing anatomy lesson retention during study sessions: a scoping review
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| izdano v: | BMC Medical Education vol. 25 (2025), p. 1-13 |
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| Glavni avtor: | |
| Izdano: |
Springer Nature B.V.
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| Teme: | |
| Online dostop: | Citation/Abstract Full Text Full Text - PDF |
| Oznake: |
Brez oznak, prvi označite!
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MARC
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| 003 | UK-CbPIL | ||
| 022 | |a 1472-6920 | ||
| 024 | 7 | |a 10.1186/s12909-025-08001-0 |2 doi | |
| 035 | |a 3268438321 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 58506 |2 nlm | ||
| 100 | 1 | |a Ogut, Eren | |
| 245 | 1 | |a Assessing the efficacy of the Pomodoro technique in enhancing anatomy lesson retention during study sessions: a scoping review | |
| 260 | |b Springer Nature B.V. |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a BackgroundThe Pomodoro Technique (PT) is a time-management method that splits work into focused intervals punctuated by brief breaks. It aims to boost productivity and counteract mental fatigue. While PT has shown positive effects on cognitive performance in various domains, its application in anatomy education, which demands substantial cognitive effort, remains unexplored. This scoping review aimed to map the existing PT literature and evaluate its relevance to anatomy learning.MethodsA comprehensive search was conducted across six databases (PubMed, Web of Science, Scopus, ERIC, MEDLINE, and Google Scholar) until May 2023, yielding 6,499 records. After removing duplicates and screening the abstracts, 135 full-text articles were reviewed. Thirty-two studies (total N = 5,270; range 25–300; median = 87) met the inclusion criteria, consisting of three randomized controlled trials (RCTs), five quasi-experimental designs, 24 observational/comparative studies, and studies involving digital/AI-enhanced Pomodoro applications.ResultsAcross three RCTs (n = 87), structured Pomodoro intervals (24 min work/6 min break; 12 min work/3 min break) led to approximately 20% lower fatigue, a 0.5-point improvement in distractibility, and a 0.4-point increase in motivation compared to self-paced break schedules. The five quasi-experimental studies (N = 50–200) reported 15–25% increases in self-rated focus and roughly 20% reductions in fatigue. Digital/AI tools enhanced student engagement by 10–18%, with perceived learning efficiency improving by approximately 12% (β = 0.32, p < 0.01). Notably, 88% of all studies showed positive outcomes and 57% utilized validated psychometric measures. However, none have directly focused on the use of PT in anatomy courses.ConclusionsTime-structured Pomodoro interventions consistently improved focus, reduced mental fatigue, and enhanced sustained task performance, outperforming self‑paced breaks. These benefits are supported by the micro-break literature, cognitive load theory, and metacognitive reinforcement principles. Further research is needed to assess long-term efficacy in anatomy education, ideally through mixed-method studies embedded in anatomy curricula. | |
| 653 | |a Medical education | ||
| 653 | |a Productivity | ||
| 653 | |a STEM education | ||
| 653 | |a Cognitive load | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Time management | ||
| 653 | |a Independent study | ||
| 653 | |a Conference proceedings | ||
| 653 | |a Learning | ||
| 653 | |a Fatigue (Biology) | ||
| 653 | |a Learning Activities | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Intelligent Tutoring Systems | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Learning Processes | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Educational Technology | ||
| 653 | |a Behavioral Sciences | ||
| 653 | |a Meta Analysis | ||
| 653 | |a Anatomy | ||
| 653 | |a Educational Theories | ||
| 653 | |a Outcome Measures | ||
| 653 | |a Goal Orientation | ||
| 653 | |a Computer Oriented Programs | ||
| 653 | |a Information Seeking | ||
| 653 | |a Artificial Intelligence | ||
| 653 | |a Information Sources | ||
| 653 | |a Database Management Systems | ||
| 653 | |a Cognitive Ability | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Cognitive Psychology | ||
| 653 | |a Attention | ||
| 773 | 0 | |t BMC Medical Education |g vol. 25 (2025), p. 1-13 | |
| 786 | 0 | |d ProQuest |t Healthcare Administration Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3268438321/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3268438321/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3268438321/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |