Tabari Biomedical Student Research Journal

en Exploring Van’s Literature-Based Teaching Approaches and Gender Differences in Enhancing Reading Comprehension Among Medical Students: A Study at Gilan University of Medical Sciences Health Education Research (Original) Introduction: This study explores the efficacy of Van's literature-based teaching approaches in enhancing reading comprehension among medical students at Gilan University of Medical Sciences, with a focus on gender differences. Literature’s integration into EFL teaching has gained attention for its potential to develop critical thinking and language proficiency.  Material and Methods: A true experimental design was employed, involving 120 medical students (60 males, 60 females). Participants were divided into experimental and control groups, with the experimental groups taught using Van's six literature-based approaches. Pre-tests and post-tests were conducted to measure reading comprehension performance. Statistical analyses, including ANCOVA, were used to evaluate the data.  Results: Findings revealed that Van's approaches significantly improved students' reading comprehension, with the Reader Response, Language-Based, and Critical Literacy (RRLBLL) approaches outperforming the New Criticism, Structuralism, and Stylistics (NCSS) approaches. Female students consistently scored higher than males in both experimental groups. The control group, taught using conventional methods, showed significantly lower performance compared to the experimental groups.  Conclusion: Van's literature-based approaches effectively enhance reading comprehension and critical thinking among medical students, with a notable advantage observed in female learners. These findings underscore the potential of literature integration in EFL programs, particularly in academic contexts requiring advanced language skills. The study highlights the importance of tailored teaching methods to address gender-specific learning preferences and recommends incorporating Van's approaches into university-level English curricula to foster better academic outcomes. Gender Differences, Literature-Based Teaching, Reading Comprehension, Van’s Approaches, Medical Education 46 59 http://tbsrj.mazums.ac.ir/browse.php?a_code=A-10-3509-13&slc_lang=en&sid=1 Saeid Rahimipour sdrahimipour@yahoo.com 100319475328460032043 100319475328460032043 Yes Assistant Professor, English Department, Faculty Member of Farhangian University, Iran Yaser Sharaj Sharifi SHARIFIYASER71@GMAIL.com 100319475328460032044 100319475328460032044 No Department of Financial Management, Central Tehran Branch, Islamic Azad University, Tehran, Iran