2026· International journal of research and innovation in social science· Vol 10, pp. 16781-16790· 0 citations
TL;DR
To capture the full value of active methods, instructional design must address this imbalance, prioritizing not only cognitive engagement but also efforts to strategically mitigate the perception of excessive workload so that increased rigor fully translates into positive affective and learning outcomes.
Abstract
While medical terminology is commonly taught to healthcare or science-based students, business and management students in health-related programs often struggle due to the complexity of medical word roots, prefixes, and suffixes. The incorporation of diverse teaching approaches helps bridge the learning gap by supporting students in mastering essential medical terms that are critical for their future roles in health administration and management. The objectives of this study were to assess the satisfaction, engagement, and academic achievement of students in medical terminology course using Team Based Learning (TBL) and artificial intelligence (AI) powered learning versus lecture-based method. Methods: A cross-sectional study was conducted from March to July 2025 within a health administration undergraduate program at a major public university in Malaysia, evaluating three instructional delivery modes across a 14-week course using paired sample t tests. A total of 79 students taking the Health Terminological course participated in the study. Results: Academic achievement and engagement were significantly higher under TBL and AI powered learning compared to traditional lectures. However, these gains were not reflected in the affective domain, as overall student satisfaction levels remained comparable across all three instructional methods. Conclusion: These findings reveal that a significant engagement-satisfaction trade-off is at play. To capture the full value of active methods, instructional design must address this imbalance, prioritizing not only cognitive engagement but also efforts to strategically mitigate the perception of excessive workload so that increased rigor fully translates into positive affective and learning outcomes.
Objective.To evaluate the effect of an Art-Based Learning activity on attention, engagement, and immediate learning outcomes in pathology education among undergraduate nursing students. Methods.A post-test-only pre-experimental study was conducted among 85 second-year nursing students in South India (October 2025). During a pathology lecture on thrombosis, students participated in an unannounced 30-minute Art-Based Learning activity representingthrombus formation through poems, stories, riddles, drawings, and comics. Learning outcomes were assessed immediately using a formative knowledge tool and an Attention & Engagement Scale. Results.The mean knowledge score was 8.9 (Maximum possible= 10), indicating strong immediate learning. Engagement levels were consistently high across all scale items (4.24 to 4.48 of 5of maximum possible), indicating strong student involvement in the learning activity. Conclusion.Art-based learning significantly enhanced attention, engagement, and immediate learning outcomes. Art-Based Learning may serve as an effective complementary strategy to traditional teaching by transforming abstract pathology concepts into meaningful, memorable learning experiences.
V. Shanmugam, Vijayalakshmi Porredi, Bidadi Veerabadraiah Kathyayani· Investigación y Educación en...· 0 citations
The globalized landscape of healthcare services demands that Medical Record professionals possess proficient English communication skills, particularly in international coding standardizations (ICD-10/ICD-11), patient admissions, and inter-professional reporting. However, non-linguistic healthcare students often face high speaking anxiety and limited classroom exposure. This study evaluates the effectiveness of a Blended Learning model in enhancing the English speaking skills of second-semester Medical Record students at Universitas Bhakti Hasta Mulia Madiun. A quantitative pre-experimental design (one-group pre-test/post-test) was deployed, involving 52 students (40 females and 12 males). The blended framework integrated synchronous face-to-face communicative simulations (medical role-playing) with asynchronous digital platforms (Learning Management System and video-recording tasks). Speaking proficiency was measured using an analytical rubric assessing pronunciation, fluency, grammar, vocabulary, and professional comprehension. Data analysis via paired sample t-test revealed a highly significant improvement from pre-test (M = 62.45) to post-test (M = 78.12), with p < 0.001. Female students demonstrated higher baseline scores, whereas male students exhibited a higher rate of progression. The study concludes that blended learning optimizes pedagogical flexibility, mitigates speech anxiety, and significantly upgrades professional English speaking outcomes in vocational medical contexts.
INTRODUCTION
Many medical students incorporate music in their daily lives, however opportunities to engage with music within the curriculum are rare. This mixed-methods study explores the experiences of medical students who participated in a semester-long, performance-focused 'Music for Health' elective at an Australian University, including benefits and challenges perceived by students.
METHODS
Data were collected over a three-year period, from six cohorts (2018-2023) of students who participated in the elective during the second year of their medical degree. Twenty-one (21) students who participated in the elective between 2021 and 2023 completed an online survey, from which data were analysed using descriptive statistics and deductive content analysis. Meanwhile, eleven (11) students who participated between 2018 and 2020 granted access to written reflections, which formed the basis for an Interpretative Phenomenological Analysis (IPA).
RESULTS
Survey data suggested that most students (>80%) perceived benefits to their mental health and communication and teamwork skills from participating in the elective. Content analysis of 'benefits' and 'challenges' described in survey data supported the validity of six themes identified through the IPA: Therapeutic potential of music; Personal well-being and mental health; Emotions and human connection; Transferable skills; My relationship with music; and Camaraderie through musical collaboration. From themes identified two Global Meaning Units were constructed: (1) Music supports personal and social well-being and (2) Emotional connection through music enhances relationships.
DISCUSSION
The results of this study suggest that medical students' participation in curricular music ensemble performance can serve as a medium for teamwork and collaborative problem-solving, developing 'performance skills' such as adaptability and dealing with nerves in a context of peer support. Facilitating student-patient interaction through music can also support students to recognise and value the social and emotional dimensions of medicine practice.
A. Orchard, Janell Sitoh, A. Wyatt et al.· Medical Teacher· 0 citations
Epidemiology, a core discipline of public health, requires knowledge and skills for explaining different health outcomes across populations. Students of epidemiology must learn how to apply their knowledge and skills to solve complex and emerging public health problems through assimilating content, independent critical thinking skills, and lifelong learning. In Australian universities student populations are becoming increasingly diverse, including in terms of age range, life experience, previous qualifications, and level of English competency. Therefore, to maximise academic success in epidemiology while catering to students with diverse learning needs, epidemiology academics developed the Hybrid Team-Based Learning and Personalised Education (HTBL-PE) teaching strategy. HTBL-PE systematically builds upon students’ capabilities and strengthens self-confidence whilst harnessing team capabilities to strengthen individual capabilities. Student experience of HTBL-PE was formally evaluated at the beginning and end of the epidemiology course. Seventy-three out of 84 enrolled students provided data at both time-points (87%). By the end of the subject, the majority of students indicated their interest in epidemiology had increased (93%), their critical thinking skills had improved (92%), and their confidence as independent learners had increased (86%). Students’ final mark, 87%, was significantly higher than their weighted average mark (WAM) of 70% prior to the semester with no failures. HTBL-PE resulted in positive learning outcomes, more self-confidence in learning, increased interest in epidemiology, and higher overall scores. These results indicate HTBL-PE is a simple and effective teaching strategy which systematically supports students to succeed academically whilst building critical, independent lifelong skills and confidence in order to prepare them for solving future public health problems.
T. Ha, B. Kemp, Janine Delahunty· Teaching and Learning Inquir...· 0 citations
Background: Medical professionals are expected to be lifelong learners, and the contemporary medical curriculum emphasizes learner-centered education with active student participation. The Competency-Based Medical Education framework promotes the use of active learning strategies such as self-directed learning (SDL), problem-based learning, and small group teaching. However, evidence comparing conventional SDL, the jigsaw method of SDL, and interactive lectures in undergraduate physiology remains limited. This study aimed to compare the effectiveness of these teaching–learning methods among first-year MBBS students at Agartala Government Medical College. Methodology: This educational interventional crossover study was conducted among 150 first-year MBBS students at Agartala Government Medical College from March to August 2025. Students were exposed to interactive lectures, conventional SDL, and the jigsaw method of SDL across cardiovascular (CVS), respiratory (RS), and central nervous system (CNS) modules. Knowledge was assessed using 10-item multiple-choice pre-tests and post-tests. Data were analyzed using paired and unpaired Student’s t-tests. Standardized effect sizes were calculated using Cohen’s d. A p-value <0.05 was considered statistically significant. Results: Baseline pre-test scores were comparable across groups (p>0.05; d ≤0.32). Post-test scores were significantly higher with the jigsaw method of SDL compared to conventional SDL for CVS (78.47±11.15 vs 71.09±18.77; p=0.024; d=0.48), RS (84.52±9.16 vs 75.65±15.44; p=0.002; d=0.70), and CNS (83.26±26.34 vs 60.00±19.79; p<0.001; d=1.00). Interactive lectures performed better than conventional SDL for CVS (82.89±16.18 vs 71.09±18.77; p=0.002; d=-0.67) and CNS (71.06±13.87 vs 60.00±19.79; p=0.002; d=-0.65). Jigsaw method SDL was superior to interactive lectures for RS (84.52±9.16 vs 71.92±16.24; p<0.001; d=0.96) and CNS (83.26±26.34 vs 71.06±13.87; p=0.006; d=0.58). Conclusion: Jigsaw-based self-directed learning is more effective than conventional SDL and interactive lectures in undergraduate physiology teaching, particularly for integrative topics. Its structured cooperative framework produces meaningful educational gains and supports the objectives of competency-based medical education.
Satabdi Saha, Debasish Chakraborty· Nigerian Medical Journal· 0 citations
Team-based learning (TBL) is increasingly being implemented in health sciences education to promote active learning and higher-order cognitive skills. However, the long-term effects of TBL on student performance and perceptions remain unclear. This study evaluated the impact of TBL on veterinary anatomy practical sessions over four academic years (2022/2023–2025/2026) using a longitudinal, mixed-methods design. Quantitative measures included performance across TBL components such as individual and team readiness tests, application exercises, formative assessments, and final scores. Cognitive level analysis was based on Bloom’s taxonomy. Student perceptions were collected through Likert-scale surveys, and qualitative responses were analyzed thematically. The results showed consistently low individual readiness scores, indicating persistent challenges in pre-class preparation. However, team performance improved over time, highlighting the benefits of collaborative learning. Application exercise scores and overall performance increased over time, with notable improvements in higher-order cognitive skills compared to a traditional cohort. Students’ perceptions evolved from initial resistance and perceived difficulty to more positive evaluations, with significant reductions in negative comparisons and metacognitive miscalibration, as well as increased positive perceptions. Overall, TBL supported progressive improvements in academic performance and cognitive development. Collaboration mitigated limitations in individual preparation, and student adaptation enhanced the effectiveness of this pedagogical approach in veterinary education.
N. Martín-Alguacil, L. Avedillo· Education sciences· 0 citations