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Fig. 1 | BMC Medical Education

Fig. 1

From: The effect of repetition- and scenario-based repetition strategies on anatomy course achievement, classroom engagement and online learning attitude

Fig. 1

Quantitative part of the research. Pre1: “Anatomy Achievement Test (AAT)” pretest application in the experimental group. Pre2: “Classroom Engagement Inventory (CEI)” pretest application in the experimental group. Pre3: “Medical School Students’ Attitudes Towards Online Learning Scale (MSSATOLS)” pretest application in the experimental group. Pre4: “Anatomy Achievement Test (AAT)” pretest application in the control group. Pre5: “Classroom Engagement Inventory (CEI)” pretest application in the control group. Pre6: “Medical School Students’ Attitudes Towards Online Learning Scale (MSSATOLS)” pretest application in the control group. Int1: Application of “Scenario-Based Repetition Lessons” in the experimental group. Post1: “Anatomy Achievement Test (AAT)” posttest application in the experimental group. Post2: “Classroom Engagement Inventory (CEI)” posttest application in the experimental group. Post3: “Medical School Students’ Attitudes Towards Online Learning Scale (MSSATOLS)” posttest application in the experimental group. Post4: “Anatomy Achievement Test (AAT)” posttest application in the control group. Post5: “Classroom Engagement Inventory (CEI)” posttest application in the control group. Post6: “Medical School Students’ Attitudes Towards Online Learning Scale (MSSATOLS)” posttest application in the control group. P. S.: In the course of the curriculum, the repetition of the lesson, which was taught with the didactic teaching method in the anatomy lesson during the day, was carried out in the control group with the same method

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