Abstract
ObjectivesThe current study aims at exploring the possibility of aligning peer assessment, audiovisuals, and medical case-report extracts (vignettes) in medical terminology teaching. In addition, the study wishes to highlight the effectiveness of audio materials and medical history vignettes in preventing medical students' comprehension, listening, writing, and pronunciation errors. The study also aims at reflecting the medical students' attitudes towards the teaching and learning process.MethodsThe study involved 161 medical students who received an intensive medical terminology course through audio and medical history extracts. Peer assessment and formative assessment platforms were applied through fake quizzes in a pre- and post-test manner. An 18-item survey was distributed amongst students to investigate their attitudes and feedback towards the teaching and learning process. Quantitative and qualitative data were analysed using the SPSS software.ResultsThe students did better in the posttests than on the pretests for both the quizzes of audios and medical vignettes showing a t-test of -12.09 and -13.60 respectively. Moreover, out of the 133 students, 120 students (90.22%) responded to the survey questions. The students gave positive attitudes towards the application of audios and vignettes in the teaching and learning of medical terminology and towards the learning process.ConclusionsThe current study revealed that the teaching and learning of medical terminology have more room for the application of advanced technologies, effective assessment platforms, and active learning strategies in higher education. It also highlights that students are capable of carrying more responsibilities of assessment, feedback, and e-learning.
Highlights
Doctors are required to learn medical terminology, which is the language of communication between health care providers.[1]
The current study revealed that the teaching and learning of medical terminology have more room for the application of advanced technologies, effective assessment platforms, and active learning strategies in higher education
This study aims to focus on the medical mistakes emerging from medical terminology spelling, and pronunciation mistakes done by health care providers such as physicians, nurses, technicians, etc
Summary
Doctors are required to learn medical terminology, which is the language of communication between health care providers.[1]. The application of powerful techniques and learning and teaching strategies in the medical education platform, especially the teaching and learning of medical terminology would certainly add a lot to the efforts being done to prevent or reduce the medical errors. Those errors are the ones emerging from the scriptural, typographical, and pronunciational mistakes the medical staff usually fall into. Many researchers refer medical errors to various reasons, but spelling mistakes are still one of the obvious reasons a medical error could be made because of, starting from the spelling of the patient’s identity.[5,6] the part of bad medical term pronunciation makes it clear that miscommunication between health care professionals may result in medical errors. The use of the most advanced computer software in the field of computerized teaching and learning skills will lead to good practicing of medical terms, well-built background of practice, and a milestone of self-learning for medical students.[7]
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