The Need for Focused Literacy Training in the Medical School Curriculum: A Cross‐Sectional Study of Undergraduate Students

Abstract

Introduction. Medical education programs have increasingly included compulsory research skills components but rarely include explicit academic literacy instruction for medical research. This article presents results from a project that developed methods of bridging the gap between textbook literacy and scientific literacy in a setting where English coexists with the local language. Methods. A paper‐based, revised version of a validated self‐report instrument (32 questions) designed to assess readers’ metacognitive awareness and perceived use of academic reading strategies was used to collect information about medical students’ awareness of reading strategies in English for academic purposes. Results. Students reported a total overall average of 3.25 (scale 1–5) for reading strategy use, falling within a medium range for usage. They reported using problem‐solving reading strategies to the greatest extent (3.76), with global reading strategies (3.29) being second, and support reading strategies (2.85) to the least extent. Based on the data, a curricular intervention was designed to support critical reading of empirical literature in English. Conclusion. The results from this study suggest the need for inclusion of focused training on academic and scientific literacy, in particular, strategy instruction in relation to foreign language reading comprehension skills in medical school curricula.