Clinical Trial Details
— Status: Recruiting
Administrative data
| NCT number |
NCT06221410 |
| Other study ID # |
SAU-FHS-PHB-1 |
| Secondary ID |
|
| Status |
Recruiting |
| Phase |
N/A
|
| First received |
|
| Last updated |
|
| Start date |
October 1, 2023 |
| Est. completion date |
April 30, 2024 |
Study information
| Verified date |
January 2024 |
| Source |
Sakarya University |
| Contact |
n/a |
| Is FDA regulated |
No |
| Health authority |
|
| Study type |
Interventional
|
Clinical Trial 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.
Description:
Medical Terminology is a specialized language system that expresses the meanings and
structures of terms used in the field of medicine. These terms are often of Latin and Greek
origin and are widely used in medical documentation, communication, and education (Ismayilli
Karakoc, 2020). The education of medical terminology is crucial for healthcare professionals
to communicate effectively, understand medical documents, and have accurate knowledge about
diseases. Additionally, the use of correct terms helps prevent errors (Antoniou et al.,
2011).
Traditionally, textbooks and courses have played a fundamental role in teaching medical
terminology to students, presenting structured content for learning basic terms (Sharipov et
al., 2023). Nowadays, active methods used in medical terminology education include
Flashcards, Online Resources and Applications, Scenario-Based Learning, and Mind Mapping
(Alizadeh et al., 2021; Grezes & Decety, 2001; Hsu & Chen, 2023; Liu et al., 2017).
According to the literature, students' motivation has a significant impact on language
education. Motivated students show more participation in classes, dedicate more time to the
learning process, and achieve higher success (Grezes & Decety, 2001). Medical terminology
education is especially important for nursing and midwifery students. Studies suggest that
using correct terms in these professions ensures effective communication with patients and
the accurate execution of treatment processes (Stedman, 2005).
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. This study is based on the voluntary participation of
students.
The participants were divided into three groups based on their preferences. In addition to
the traditional teaching methods (PowerPoint), one group will receive medical terminology
English training through the "Funny Scenario-Based Learning" method, while the other group
will receive training through the "Mind Mapping" method. Through this mechanism, they were
able to cultivate a sense of responsibility and a sense of ownership in their educational
journey. Consequently, it is anticipated that such autonomy could boost their motivation and
engagement, potentially enhancing their educational performance.
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. A self-directed grouping likely fosters an environment of idea exchange,
mutual encouragement, and collaborative assistance, resulting in a synergistic and supportive
learning culture. As a result of peer support, students may be motivated by peer recognition,
receive constructive feedback, and experience social interaction.
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. As
a result of this approach, students are required to engage actively with the content,
allowing them to encode information in a creative and effective way.
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."
The researchers will use the Scale of English Learning Motivation for Students Studying in
the Faculty of Health Sciences as a pre-test and post-test for data collection.
The motivation levels of all three groups will be evaluated both before and after using the
"English Learning Motivation Scale." Data collection tools include:
1. Student Information Questionnaire: This questionnaire consists of approximately 10
questions, capturing students' identifying information, including sociodemographic and
academic details.
2. Scale of English Learning Motivation for Students in the Faculty of Health Sciences:
This scale, developed by DEMİR and HAMARAT in 2022, comprises 14 items divided into
three sub-dimensions (intrinsic motivation with 5 items, extrinsic (instrumental)
motivation with 5 items, and integrative motivation with 4 items). All items on the
scale are arranged in a five-point Likert scale ranging from "completely disagree" to
"completely agree." The scoring of items on the scale is done on a Likert scale of 1 =
definitely disagree to 5 = definitely agree. The evaluation of scores is based on the
sum of item scores obtained from each factor. The scores obtained from each dimension of
the scale can be ranked as follows: "Intrinsic motivation" and "Extrinsic motivation"
factors can range from 5 to 25, while the "Integrative motivation" factor can range from
4 to 20. The total of the scale cannot be found by adding up the total scores because
the scale is not a summation. A higher score obtained from any dimension indicates
effectiveness in learning motivation. Additionally, there are no items reversed in the
scale, and all items are formulated with positive expressions.
