title: Weaving together peer assessment, audios and medical vignettes in teaching medical terms.
abstract: OBJECTIVE
  The current study aims at exploring the possibility of aligning peer assessment, audiovisuals, and medical case-report extracts (vignettes) in medical terminology teaching. In addition, the study wishes to highlight the effectiveness of audio materials and medical history vignettes in preventing medical students' comprehension, listening, writing, and pronunciation errors. The study also aims at reflecting the medical students' attitudes towards the teaching and learning process.
  
  
  METHODS
  The study involved 161 medical students who received an intensive medical terminology course through audio and medical history extracts. Peer assessment and formative assessment platforms were applied through fake quizzes in a pre- and post-test manner. An 18-item survey was distributed amongst students to investigate their attitudes and feedback towards the teaching and learning process. Quantitative and qualitative data were analysed using the SPSS software.
  
  
  RESULTS
  The students did better in the posttests than on the pretests for both the quizzes of audios and medical vignettes showing a t-test of -12.09 and -13.60 respectively. Moreover, out of the 133 students, 120 students (90.22%) responded to the survey questions. The students gave positive attitudes towards the application of audios and vignettes in the teaching and learning of medical terminology and towards the learning process.
  
  
  CONCLUSIONS
  The current study revealed that the teaching and learning of medical terminology have more room for the application of advanced technologies, effective assessment platforms, and active learning strategies in higher education. It also highlights that students are capable of carrying more responsibilities of assessment, feedback, and e-learning.
authors.affiliation: Medical Terminology Unit, Faculty of Medicine, King Abdulaziz University, Saudi Arabia.
authors.forename: Mohammad
authors.initials: M
authors.lastname: Allibaih
authors.affiliation: Department of Clinical Pharmacology, Faculty of Medicine, King Abdulaziz University, Saudi Arabia.
authors.forename: Lateef M
authors.initials: LM
authors.lastname: Khan
mesh_terms: D004501:Education, Medical / Q000379:methods*; D004521:Educational Measurement; D006801:Humans; D010380:Peer Review; D011795:Surveys and Questionnaires; D013637:Tape Recording; D009626:Terminology as Topic
keywords: formative assessment; medical errors; medical history; medical terminology; peer assessment