Motivation in Learning Medical Terminology

NCT06221410 | Unknown

• 1 other identifier: SAU-FHS-PHB-1
• Study Type: interventional
• Target: 36
• Locations: 1 country
• Sites: 1

Brief Summary

The aim of this study is to examine the impact of "Funny Scenario-Based Learning and Mind Mapping Methods" on undergraduate students' motivation to learn medical terminology. This research aims to assess the effectiveness of the specified methods in enhancing the English learning motivation of undergraduate students.

Conditions

Education; Medical Terminology Education

Keywords

Nursing Terminology; Education; Nursing Education; Active Learning

Outcome Measures

Primary Outcomes (1)

• The aim of this study is determined as "Investigating the Impact of Funny Scenario-Based Learning and Mind Mapping Methods on Undergraduate Students' Motivation to Learn Medical Terminology."

  In this study, students studying medical terminology at the Faculty of Health Sciences were evaluated for their learning motivation. The study population consists of students in the 2nd year of the Nursing and Midwifery Department at Sakarya University Faculty of Health Sciences between October 2023 and January 2024. The participants were divided into three groups based on their preferences. The researchers will use the Scale of English Learning Motivation for participants. The motivation levels of all three groups will be evaluated both before and after using the "English Learning Motivation Scale."

  14 weeks

Study Arms (3)

Control Group

NO INTERVENTION

The control group will only receive traditional teaching methods (PowerPoint).

Funny Scenario-Based Group

EXPERIMENTAL

The "Funny Scenario-Based" approach is an educational approach where humor is integrated with scenario-based learning. Using this teaching strategy, comedic elements are incorporated into realistic or hypothetical scenarios to engage students and make learning more fun. In such scenarios, students may encounter a wide range of characters, situations, and challenges designed to entertain and engage students with different types of medical terms. It is common to incorporate humor into the educational process, helping to maintain educational relevance while appealing to the student's sense of enjoyment.

Other: Alternative teaching method: Funny Scenario-Based Education

Mind-mapping Group

EXPERIMENTAL

The term "Mind-mapping Group" refers to a collaborative educational setting in which students use mind-mapping as an instructional strategy. A mind map is a visual thinking tool that involves diagramming tasks, words, concepts, or items that are related to and arranged around a central concept.

Other: Alternative teaching method: Mind-mapping Education

Interventions

Alternative teaching method: Funny Scenario-Based Education OTHER

A humorous scenario is written and performed by students as part of this alternative educational intervention. The engaging approach facilitates both a deeper understanding of complex medical terminology and adds a sense of humor and fun to the learning process. Approximately 5 to 10 students will participate in each small group. A group size will be determined based on the voluntary interest and willingness of the students. These dynamic teams will provide students with opportunities to collaborate, enhance peer interaction, and cultivate soft skills such as communication and teamwork, all while having fun together.

Funny Scenario-Based Group

Alternative teaching method: Mind-mapping Education OTHER

As part of an alternative educational intervention, Mind-mapping Education encourages students to visually map out information, creating a graphic representation of their ideas and knowledge. Using such mind maps, students can see the connections and hierarchies in the information they are learning because they have a central idea with branches that denote related concepts, facts, and details.

Mind-mapping Group

Eligibility Criteria

• Age: 18 Years - 25 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• Being a second-year student at Sakarya University's Faculty of Health Sciences.
• The first time taking a medical terminology course.
• An English second language speaker.

You may not qualify if:

• Refusing to participate in the research.
• Being a native English speaker.

Sponsors & Collaborators

• Sakarya University: lead

Study Sites (1)

Parisa Hadavi Bavili

Sakarya, 54050, Turkey (Türkiye)

RECRUITING

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: DOUBLE
• Who Masked: INVESTIGATOR, OUTCOMES ASSESSOR
• Masking Details: The study was administered by two investigators. A traditional classroom teaching method was employed by the first investigator as a lecturer. the lecturer investigator administered both pre- and post-test scales to students. The second investigator was blinded to the group assignments of the students, ensuring unbiased data collection. The investigator was responsible for preparing and entering the data into SPSS for subsequent analysis.
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Lecturer

Model Details: The participants were divided into three groups based on their preferences. Through this mechanism, they were able to cultivate a sense of responsibility and a sense of ownership in their educational journey. Specifically, students who engage in funny scenario-based education prefer to collaborate with peers who share similar interests and learning styles, which makes preparing scenarios more enjoyable. Meanwhile, in the mind-mapping groups, students draw on their creative skills to deconstruct and assimilate unfamiliar terms, utilizing their sense of humor and artistic competencies. The control group will only receive traditional teaching methods (PowerPoint). After the study, the control group will also experience "Funny Scenario-Based Learning" and "Mind Mapping."

Study Record Dates

• First Submitted: January 15, 2024
• First Posted: January 24, 2024
• Study Start: October 1, 2023
• Primary Completion: January 29, 2024
• Study Completion: April 30, 2024
• Last Updated: January 24, 2024

Record last verified: 2024-01

Locations

TU (1)