Challenges and adaptations in implementing an English-medium medical program:a case study in China

Miao Yang,Chun Lin,Zexin Chen,David M Irby,Changmin Lin,Patricia S O’Sullivan

doi:10.1186/s12909-018-1452-3

Abstract

BackgroundIncreasingly, non-English speaking countries use English as the medium of instruction (EMI) to teach academic subjects. This study investigated the challenges and adaptation strategies of teachers and students in an EMI medical education program in China.MethodsData were collected on EMI and non-EMI students’ test performances and student and teacher perceptions of the program. Test scores and survey results were analyzed using SPSS. Focus group transcripts and open-ended comments from surveys were examined using thematic coding.ResultsThere were no significant differences in admission and graduation test scores for EMI and non-EMI students. Four challenges with the EMI program were identified: (1) insufficient/inappropriate teaching materials, (2) unsatisfactory teaching, (3) inadequate class interactions, and (4) failure to teach medical humanities. To address these challenges, teachers and students used adaptive strategies, such as the use of alternative textbooks, self-learning skills and Chinese language.ConclusionsEMI programs are difficult to initiate, requiring faculty development and institutional support, and student self and peer group learning strategies to be successful. The adaptive strategies employed by both students and teachers offer insights into how other EMI programs might strengthen their implementation.

Highlights

Non-English speaking countries use English as the medium of instruction (EMI) to teach academic subjects
This has led to a global phenomenon of using English as the medium of instruction (EMI) to teach academic subjects in non-English speaking countries [1,2,3]
This is true in the field of medical education where the majority of published biomedical science research and professional information is in English [4]

Summary

Introduction

Non-English speaking countries use English as the medium of instruction (EMI) to teach academic subjects. English has emerged as the international language of academic communication in the last several decades This has led to a global phenomenon of using English as the medium of instruction (EMI) to teach academic subjects in non-English speaking countries [1,2,3]. This is true in the field of medical education where the majority of published biomedical science research and professional information is in English [4]. These studies examined the co-existence of local and global culture in institutional contexts, attending to the tension, synergy, and negotiation between the two cultures, and identifying effective pedagogical strategies and practices [3]

Methods

Results

Conclusion