Didactic analysis of the effectiveness of innovative teaching methods in the acquisition of medical vocabulary at MALEMBA NKULU UNIVERSITY.

Abstract

This study presents a pedagogical analysis of innovative approaches to mastering medical language within the Faculty of Health Sciences at Malemba Nkulu University. Conducted with a representative sample of 180 students, the study combines a perceptual assessment with an objective skills test. While 75% of participants expressed a positive perception of the didactic innovations, summative assessments revealed objective underperformance, with 70% of students demonstrating a low or moderate level of knowledge.The main obstacles identified include the morphological complexity of medical vocabulary (70%), cognitive overload from memorization (65%), and large class sizes (55%). Multivariate analysis shows that regular access to digital tools (ORaj = 3.42; p = 0.001), individual motivational engagement (ORaj = 2.89; p = 0.005), and the etymological breakdown of terms (ORaj = 2.15; p = 0.029) are the major determinants of terminology mastery. The study recommends a pedagogical realignment combining explicit instruction, interactive materials, and repeated formative assessments.

Keywords: medical pedagogy; specialized vocabulary; pedagogical innovations; digital resources; active learning; Malemba Nkulu University

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/1053