Evaluation of the effectiveness of innovative didactic approaches in learning medical terminology among students of the faculty of health sciences at MALEMBA NKULU UNIVERSITY.

Abstract

This study aimed to assess the effectiveness of innovative teaching approaches in learning medical terminology among students at the Faculty of Health Sciences of the University of Malemba Nkulu. A total of 180 students participated. The findings showed that 75% of participants rated the effectiveness of these approaches as good or very good. However, the objective knowledge test indicated that 70% of students had low or moderate knowledge levels, while 30% had good or very good levels. The most frequently reported difficulties were the complexity of medical terms (70%), difficulties with memorization (65%), and large class sizes (55%). Bivariate analysis revealed a significant association between frequent use of digital resources and knowledge level (p < 0.001), as well as between the breakdown of medical terms and knowledge level (p = 0.012). In multivariate analysis, regular use of digital resources (adjusted OR = 3.42; p = 0.001), personal motivation (adjusted OR = 2.89; p = 0.005), and active decomposition of medical terms (adjusted OR = 2.15; p = 0.029) were associated with good or very good knowledge levels.

Keywords: medical terminology; innovative teaching approaches; learning; digital resources; motivation; health sciences students. 

Received Date: September 17, 2026

Accepted Date: October 09, 2026

Published Date: November 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/1051