The educational process in medical schools of many countries, including Uzbekistan, including Zarmed University, requires the integration of extensive knowledge from various disciplines, such as pathophysiology, pharmacology, and clinical medicine, where students encounter complex mechanisms of diseases. Traditional methods of lectures and tests are often insufficient for deep assimilation of the material, for the most part they focus on memorizing facts, but do not promote the establishment of associative links, especially for understanding complex interactions between symptoms, diagnoses, and treatment.  Associative learning, which is based on classical theories of associationism and modern cognitive approaches, allows new knowledge to be linked to existing knowledge using visualization and interactivity (Khaydarova, 2020).

Ivanova N.V., Murashov O.V. Ispolzovanie mnemoniki pri izuchenii anatomii cheloveka // Meditsinskoe obrazovanie i professionalnoe razvitie. - 2016. № 3. S. 126–161.

Kozarenko V.A. Uchebnik mnemotexniki. Sistema zapominaniya Djordano. M., 2007. 115 s. URL: http://www.mnemotexnika.narod.ru

Xaydarova D.S. O vozmojnosti primeneniya metodov mnemotexniki v obrazovatelnom protsesse v meditsinskix vuzax // Meditsinskoe obrazovanie i professionalnoe razvitie. - 2020. T. 11, № 3.- S.133-137

Anderson, J. R. (2015). Cognitive Psychology and Its Implications (8th ed.). Worth Publishers.

Bustamante, P., et al. (2020). Multimedia-Assisted Learning in Medical Education: A Systematic Review. «Journal of Medical Education and Curricular Development», 7.

Cui, G., et al. (2019). The Effect of Mnemonics on the Learning of Anatomy. «PLOS ONE», 14(1).

Dominguez, A., et al. (2016). Gamifying Integrated Learning in Medicine: Strategies for Success. «Medical Education», 50(10), 1076–1084.

Eppler, M. J. (2006). A Comparison between Concept Maps, Mind Maps, Conceptual Diagrams, and Visual Metaphors as Complementary Tools for Knowledge Construction and Sharing. “Information Visualization”, 5(3), 202–210.

Hamari, J., et al. (2014). Does Gamification Work? A Literature Review of Empirical Studies on Gamification. «Proceedings of the 47th Hawaii International Conference on System Sciences».

Khan, A., et al. (2021). Effectiveness of Gamification in Medical Education: A Systematic Review. «BMC Medical Education», 21(1), 263.

Khaydarova D.S. et al. (2021). Мnemotechnique as one of the modern methods of training of future doctors. “International Scientific Journal Theoretical & Applied Science”. - Philadelphia, USA. 09 (101). - P.79-86

Khaydarova D.S. (2023). Optimisation of the educational process in medical schools through the use of mnemotechnics methods. “Science and innovation. International Scientific Journal”, 2 (12), 185-190.

Kyaw, B. M., et al. (2019). Virtual Reality in Medical Education: A Narrative Review. «Australian Journal of General Practice», 48(3), 177–182.

McGaghie, W. C., et al. (2014). Virtually Perfect: Leveraging Virtual Reality in Medical Education. «The Lancet», 383(9931), 1766–1768.

Roediger, H. L., & Butler, A. C. (2011). The Critical Role of Retrieval Practice in Long-Term Retention. “Trends in Cognitive Sciences”, 15(1), 20–27.