2026· International journal of research and innovation in social science· 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.
Art-based learning significantly enhanced attention, engagement, and immediate learning outcomes in pathology education among undergraduate nursing students and 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.
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.
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
Jigsaw-based self-directed learning is more effective than conventional SDL and interactive lectures in undergraduate physiology teaching, particularly for integrative topics.
Satabdi Saha, Debasish Chakraborty· Nigerian Medical Journal· 0 citations
Overall, TBL supported progressive improvements in academic performance and cognitive development, and student adaptation enhanced the effectiveness of this pedagogical approach in veterinary education.
N. Martín-Alguacil, L. Avedillo· Education sciences· 0 citations