This study is part of a doctoral thesis conducted at the Faculty of Psychology of Babes-Bolyai University in collaboration with the University of Medicine, both from Cluj-Napoca, Romania. The starting point of the study was based on the eternal question of the medical student—“How should I learn to manage to retain so much information?” This is how learning through conceptual maps and learning by understanding has been achieved. In the study, a number of 505 students from the Faculty of General Medicine were randomly selected and divided into groups, to observe changes in the grades they obtained when learning anatomy with the concept mapping method vs. traditional methods. Six months later, a retest was carried out to test long-term memory. The results were always in favor of the experimental group and were statistically significant (with one exception), most notably for the 6-month retesting. It was also observed that the language of teaching, different or the same as the first language, explains that exception, at least partially. Other results were taken into account, such as the distribution of bad and good grades in the two groups. Other parameters that influenced the obtained results and which explain some contradictory results in the literature are discussed. In conclusion, the use of conceptual maps is useful for most students, both for short and long-term memory.