Model in ESP: Enhancing Pharmacy Students' Mastery of Medical Terminology Through Pre-Class Digital Resources and In-Class Application

Abstract

This research gauges the efficacy of the flipped classroom model in helping students of pharmacy achieve mastery of medical terminology within an English for Specific Purposes (ESP) program at the National Institute of Technology (NIT). The research applied a mixed-methods quasi-experimental design, with 60 students divided into experimental (flipped classroom) and control (customary classes) groups. The experiment of the groups involved participated in interactive in-class activities (e.g., role-playing patient consultations) and pre-class digital resources (e.g., video lectures), while the control group joined standard lectures. Pre- and post-tests measured terminology application and retention, while focus groups and surveys examined student perceptions. The results revealed notable gains in the experimental group, with post-test scores expanding by 35.6% compared to 9.2% in the control group. Gains were particularly visible in practical activities, such as illuminating medical terms to patients, displaying the flipped model’s strength in bridging theory and practice. High engagement was observed in the qualitative data, particularly with pre-class resources (85% found videos cooperative), and confidence was increased in clinical communication (78%). Challenges included uneven group participation (15%) and technical issues (25%). The paper found the flipped classroom’s potential to boost ESP pedagogy through application-focused learning and fostering active engagement. It additionally stresses the need for faculty training and localized resources to focus on infrastructural barriers. These outcomes point out practical understandings for developing pharmacy education, particularly in resource-constrained settings, and stress the consequences of effective communication in healthcare settings.