TEACHING METHODS IN MEDICAL EDUCATION
Abstract
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.
Keywords
Interactive learning, Medical education, Influenza vaccination, Medical terminology, Active pedagogy, Preventive medicine, Learning outcomes
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