TEACHING METHODS IN MEDICAL EDUCATION

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

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