Investigating the Impact of Funny Scenario-Based Learning and Mind Mapping Methods on Undergraduate Students' Motivation to Learn Medical Terminology

Medical Terminology is a specialized language system that expresses the meanings and structures of terms used in the field of medicine. These terms are often of Latin and Greek origin and are widely used in medical documentation, communication, and education (Ismayilli Karakoc, 2020). The education of medical terminology is crucial for healthcare professionals to communicate effectively, understand medical documents, and have accurate knowledge about diseases. Additionally, the use of correct terms helps prevent errors (Antoniou et al., 2011).

Traditionally, textbooks and courses have played a fundamental role in teaching medical terminology to students, presenting structured content for learning basic terms (Sharipov et al., 2023). Nowadays, active methods used in medical terminology education include Flashcards, Online Resources and Applications, Scenario-Based Learning, and Mind Mapping (Alizadeh et al., 2021; Grezes & Decety, 2001; Hsu & Chen, 2023; Liu et al., 2017).

According to the literature, students' motivation has a significant impact on language education. Motivated students show more participation in classes, dedicate more time to the learning process, and achieve higher success (Grezes & Decety, 2001). Medical terminology education is especially important for nursing and midwifery students. Studies suggest that using correct terms in these professions ensures effective communication with patients and the accurate execution of treatment processes (Stedman, 2005).

In this study, students studying medical terminology at the Faculty of Health Sciences were evaluated for their learning motivation. The study population consists of students in the 2nd year of the Nursing and Midwifery Department at Sakarya University Faculty of Health Sciences between October 2023 and January 2024. This study is based on the voluntary participation of students.

The participants were divided into three groups based on their preferences. In addition to the traditional teaching methods (PowerPoint), one group will receive medical terminology English training through the "Funny Scenario-Based Learning" method, while the other group will receive training through the "Mind Mapping" method. Through this mechanism, they were able to cultivate a sense of responsibility and a sense of ownership in their educational journey. Consequently, it is anticipated that such autonomy could boost their motivation and engagement, potentially enhancing their educational performance.