GENDER DYNAMICS: TRADITIONAL VERSUS TEAM-BASED LEARNING IN TEACHING HEALTH TERMINOLOGY TO NON-CLINICAL STUDENT
DOI:
https://doi.org/10.55197/qjssh.v7si4.1651Keywords:
gender, team-based learning, traditional learning, active learning, health terminologyAbstract
Gender shapes learning transition from passive to active learning framework. This study examines gender with pedagogical shifts in teaching Health Terminology subject to non-clinical students and this is critical for inclusive curriculum design in university. Health Terminology is commonly taught to science-based students, while management student in health-related program struggles due to complexity of component like word-roots, prefixes, and suffixes. This study draws evidence from non-clinical Health Administration students from Faculty of Business and Management, UiTM Puncak Alam (N=114; Female n=97, Male n=17) to examine gender-based variations in student satisfaction and perceived skill gain during the transition from Traditional Lecture to Team-Based Learning (TBL). Grounded in Social Interdependence Theory, study measures learning; conceptual clarity, clinical problem-solving, group interaction, study consistency, and problem-solving skills. Analysis reveals female demonstrate greater satisfaction with teamwork and communication, scoring higher than male in dialogue (Female M=4.49, SD=0.59; Male M=4.18, SD=0.76). In TBL, female (M=4.56, SD=0.59) and male (M=4.53, SD=0.69) reported a similar rising trend in study consistency under peer-accountability frameworks. Conversely, male showed weaker outcomes in problem-solving skills during highly interactive spaces. Study concludes gender dynamics matters when transitioning from traditional lecture to team-based learning in teaching health terminology to non-clinical students.
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