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Impact of learner-centered teaching and learning process on pre-advanced first year medical students' performance, attitudes, and retention in medical english

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2008
Joshani-Shirvan, Samad
This study examined the impact of learner-centered teaching and learning process on pre-advanced first year medical students’ performance, attitudes, and retention in medical English through a pre-test/post-test experimental research design.The sample of this study included 180 first year medical students of a state medical university, Gazi University, Medical Faculty, Ankara, Turkey. The subjects were assigned to experimental and control groups. Before the experiment, an achievement test and an attitude test were given as pre-test to both groups. The subjects in the control group (n=90) continued with traditional instruction while the subjects in the experimental group (n=90) studied using the learner-centered instruction. The treatment lasted 14 weeks. At the end of the treatment, the same achievement and the attitude tests were given as post-tests. One month after the post-test, the same achievement test was given to both groups as retention test.The post-test results of the study indicate no statistically significant difference between the control and experimental groups immediately after the experiment. However, retention test results show significant difference between the two groups in favor of the experimental group. The attitude post test results toward the experimental instruction show significant difference between the two groups in favor of the experimental group as well.