Assessing the Impact of Problem-Solving Teaching Methods on Medical Students' Verbal Proficiency Skills

Abstract

This study examines the impact of Problem-Solving Teaching Methods (PSTMs) on the verbal proficiency of first-year medical students at 21 September University for Medical and Applied Sciences (UMAS) in Sana'a, Yemen. A total of 90 students enrolled in an English for Medical Purposes (EMP) course were selected through a cluster sampling technique and divided into three groups: two experimental groups and one control group, each consisting of 30 participants. Group assignment was conducted randomly, and baseline comparability among the groups was verified through pre-test scores to minimize selection bias. The study employed a quasi-experimental design with pre-and post-tests over a three-month intervention period (90 instructional hours, July– September 2024). The Sub-Speaking Occupational English Test was used to assess participants’ speaking proficiency. Details on the test’s scoring criteria, administration procedures, and rater reliability were considered to ensure its validity in this context. The pedagogical framework was grounded in communicative language teaching and constructivist principles, supporting the use of real-life problem-solving tasks to improve speaking skills. Statistical analysis was conducted using SPSS version 22. Paired-sample t-tests, ANCOVA, and Bonferroni post hoc tests were used to determine the effect size and compare group performances. Results and effect size showed statistically significant improvements in all groups, with the experimental groups performing better than the control group. The experimental groups achieved a post-test mean of 80.51, while the control group had a mean of 73.90 (p < 0.001). These gains were evident in key speaking domains, including intelligibility, fluency, grammatical accuracy, appropriateness of language, and clinical communication. To enrich the interpretation of findings, qualitative feedback from instructors involved in the intervention was also considered, offering insights into students’ engagement, response to tasks, and observable language use during sessions. While the results support the effectiveness of PSTMs, interpretations are made cautiously, acknowledging the scope and context of the study. The study recommends further longitudinal research into varied instructional methods to assess their long-term effects on medical students’ verbal proficiency and to inform EMP curriculum development.