Do Japanese Medical Students Benefit from English Etymological Instruction?

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William Tait MacDonald, University of Nagasaki (Siebold)

Etymological instruction (EI) possesses high face validity for both students and teachers. Research on the benefits of EI has produced mixed results, and very little of it has been done in validating this form of instruction in Japan. This study of 147 students at Fukui University’s Faculty of Medical Sciences investigated two of the perceived benefits of EI. The experimental group received approximately 330 minutes of EI. The test performance of the control and experimental groups was analyzed using regression analysis and Pearson’s product moment correlation across a range of medical terminology questions. There was no statistically significant difference between the control and experimental group. There was no indication that Japanese students were manifesting two of the benefits traditionally associated with EI. Further research is required in order to identify the reasons why EI is not producing the expected benefits.