THE IMPACT OF MUSIC-BASED LEARNING ON MEDICAL VOCABULARY ACQUISITION AMONG STUDENTS IN U.S. SCHOOLS OF MEDICINE AND PHARMACY

Abstract

This study explored the effectiveness of incorporating music-based learning to enhance medical vocabulary acquisition among first-year students in U.S. schools of medicine and pharmacy. The research involved 35 participants from a health sciences program at a U.S. university. Students were divided into two groups: the experimental group received instruction using songs designed to teach medical terminology, while the control group received conventional vocabulary instruction without music. Data were collected through a pre-test, post-test, and a student questionnaire. The results indicated that students exposed to song-based instruction demonstrated improved retention and understanding of medical vocabulary compared to those in the control group. Furthermore, the music-integrated lessons increased students’ motivation and interest in learning complex medical terms. The findings suggest that integrating educational music into medical and pharmacy curricula can be an effective pedagogical strategy for enhancing vocabulary acquisition. Implications for instructional design and recommendations for broader application in health sciences education are discussed.