This study evaluates the effectiveness of medical terminology instruction within the English language module at Hassan II University Faculty of Medicine, Casablanca. Using a mixed-methods approach, the research integrates both qualitative insights from semi-structured interviews and quantitative data from student surveys to provide a comprehensive assessment. Guided by the sequential explanatory design, qualitative findings inform the subsequent quantitative phase, enabling a deeper exploration of instructional challenges and proficiency levels. The study emphasizes data triangulation and joint displays to cross-verify findings, ensuring robust conclusions. The qualitative-dominant approach prioritizes in-depth perceptions of ESP practitioners and medical students while quantitative results offer generalizable insights. Through purposive sampling, key participants provide targeted insights into the effectiveness of medical terminology instruction. The findings underscore the need for enhanced curriculum design that prioritizes medical terminology, preparing students for effective communication in clinical practice and global healthcare settings. This research contributes to curriculum development and the field of English for Medical Purposes.
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31 January 2024
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