TEACHING METHODS IN MEDICAL EDUCATION
Keywords:
Interactive learning, Medical education, Influenza vaccination, Medical terminology, Active pedagogy, Preventive medicine, Learning outcomesAbstract
This study investigates whether interactive teaching approaches are more ef- fective than passive self-directed learning among first-year medical students acquir- ing terminology and concepts related to influenza vaccination. Using an ESL instruc- tional resource titled Flu Vaccines and a prepared learning module, 60 students were divided into an experimental group (n=30) engaged in interactive instruction and a control group (n=30) assigned independent homework-based study. Both groups completed a standardized assessment the following day. The interactive group achieved significantly higher results (85.2% vs. 72.4%, p<0.05), demonstrating improved retention and understanding of influenza vaccination, its risks, and preven- tive measures.
References
Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No.
Johnson, D. W., & Johnson, R. T. (2018). Cooperative learning in medical ed-ucation. *Journal of Medical Education*, 42(3)
Red River Press Inc. (2019). Flu Shots. ESL Library. Retrieved from https://esllibrary
Smith, A., et al. (2020). Retention in medical training. Medical Education Jour-nal, 15(2)
Oestreich JH, Guy JW. Game-based learning in pharmacy education. Pharmacy. (2022) 10:11. doi: 10.3390/pharmacy10010011
Xu Y, Lau Y, Cheng LJ, Lau ST. Learning experiences of game-based educa-tional intervention in nursing students: a systematic mixed-studies review. Nurse Educ Today. (2021) 107:105139. doi: 10.1016/j.nedt.2021.105139
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Turdieva D.E.; Yusupova N. (Authors)
This work is licensed under a Creative Commons Attribution 4.0 International License.
