Learning Scientific and Medical Terminology with a Mnemonic Strategy Using an Illogical Association Technique

Autor/inn/en	Brahler, C. Jayne; Walker, Diane
Titel	Learning Scientific and Medical Terminology with a Mnemonic Strategy Using an Illogical Association Technique
Quelle	In: Advances in Physiology Education, 32 (2008) 3, S.219-224 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00083.2007
Schlagwörter	Competency Based Education; Imagery; Learning Strategies; Medicine; Physiology; Memorization; Anatomy; Mnemonics; School Holding Power; Deans; Pretests Posttests; Recall (Psychology); Word Recognition; Career Education + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Metaphorik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Medizin; Physiologie; Gedächtnistraining; Anatomie; Mnemotechnik; Dean; Dekan; Abberufung; Worterkennung; Arbeitslehre
Abstract	For students pursuing careers in medical fields, knowledge of technical and medical terminology is prerequisite to being able to solve problems in their respective disciplines and professions. The Dean Vaughn Medical Terminology 350 Total Retention System, also known as Medical Terminology 350 (25), is a mnemonic instructional and learning strategy that combines mental imagery and keyword mnemonic elaboration processes to help students recall the scientific meaning of Greek and Latin word parts. High school students in Anatomy and Physiology classes at a career technology center were divided into experimental (Medical Terminology 350), control (rote memorization), or combination (Medical Terminology 350 and rote memorization) groups and completed pre- and posttests of standardized word recall tests. Students in the Dean Vaughn Medical Terminology 350 Total Retention System group achieved significantly greater pre- to posttest word recall improvement compared with students in both the rote memorization (P less than or equal to 0.0001) and combined rote memorization and Medical Terminology 350 (P less than or equal to 0.05) groups. There appeared to be a dose-dependent response as the pre- to posttest gain in word recall scores increased as exposure to the treatment increased. (Contains 1 table and 5 figures.) (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10