English For Medical Purposes Research Articles

A specific educational paradigm for multicultural medical English impressions of hypermedia email

Multimedia advocates educational English for Medical Purposes that its capability to make knowledge obtainable in a crowd of setups, deliver individual linguistic power, involve the university learner, and supply numerous higher education learning types and desires makes it the forerunner of a new English learning revolution. The goal of the inquiry is to intricate the obtainable internet possessions suitable for the English for Medical Purposes (EMP) sequence and describe the most operative ones to substitute educator-scholar or scholar-scholar face-to-face collaboration. Given the noteworthy connection between special English education acuities and grade point average (GPA), as a directory of educational success, and settlement, it is essential to support the students’ English education talents. Two-way ANCOVA was engaged to evaluate the knowledge efficiency of the informal AI syllabus with dissimilar learning methods and masculinity. Academic communication through e-mail replaces to provide a real method to connect the opening between teaching EMP happenings and the energetic firm-changing education setting. Keywords: Email; English; medical; medical English; multicultural.

English for Medical Purposes: A Review

Medical Linguistics is relatively a quite new field to work with. Working on the language of medicine has stimulating challenges to medical practitioners/historians and to linguistics. Though a lot of efforts have been made by classical scholars to do linguistic analysis of the ancient medical literature very minutely, but then from the middle ages until quite recently the field was quite ignored by scholars, consequently a little has been done to identify and work towards English Language Competencies in Pharmaceutical Manufacturing and for medical practitioners. This paper draws a brief review on the history and salient features of the English language used in medical industry, and discusses why English has become lingua franca for global transactions in medicine. It also draws an outline of the issues which generally may arise when medical practitioners differ in terms of language competencies at a workplace. And then the paper suggests some steps that can be followed by the manufacturers and the practitioners to ensure common minimum standards for communication for the staff members.

The Relationship between Learner Autonomy and Language Learning Strategies among English for Medical Purposes (EMP) Students in Turkey

The purpose of this research was to find out the level of learner autonomy, the use of language learning strategies and examine the relationship between them in the English for Medical Purposes (EMP) program in Turkey. The study also aimed to shed light on EMP learners’ and their instructors’ perceptions regarding ESP instruction. In this mixed-method study, the data were collected from two questionnaires applied to gather information on the level of learner autonomy, and the frequency of the use of learning strategies; a placement test administered at the very beginning of the semester, and semi-structured interviews conducted with the participating learners and their instructors. The findings revealed that the students were moderately autonomous. Social and metacognitive learning strategies were most frequently used by the participants. Additionally, there was a varied relationship between learner autonomy and the use of learning strategies. However, no significant correlation was found in their proficiency level. Finally, both EMP students and their instructors shared positive perceptions of ESP instruction.

The Challenges Faced by Novice Teachers of English for Medical Purposes (Emp): The Case of Saudi Arabia's Medical Colleges

The teachers of English for Medical Purposes (EMP) are faced with problems of lack of appropriate materials, professional support, low learner motivation and no provision of writing study module at medical colleges of Saudi Arabia. There is not enough study on these issues and researchers are quiet about addressing them. Understanding the new English for Medical Purposes teachers' challenges is of crucial importance to improve their performance and, accordingly, their students' performance. Thus, the main purpose of this study is to investigate the challenges of the new EMP teachers in teaching medical English via exploring the present situation analysis (PSA). This study follows a qualitative approach to conduct an investigation through rigorous interview with five EMP teachers (Ts) and three medical professors (MP) who are the deans of different medical colleges of Saudi Arabia. Data were entered through Atlas ti. Software to be sorted and analyzed for findings which were presented in figures and graphs. The study has found that new EMP teachers face difficulties, such as, adjustment of the English words in the medical context, pronunciation, and the meaning of the medical terminology. They also face challenges such as English used for medical procedures, daily routine in medical institutions, communication with medical staff and patients. But there is hardly any help available for the new EMP teachers to cope with this situation. Pedagogical issues, such as, the methodology of ESP is another area the EMP teachers find it difficult to tackle it. The findings call for steps to find solutions for these challenges to improve the performance of EMP teachers and their students.

TEACHING ENGLISH FOR MEDICAL PURPOSES

TEACHING ENGLISH FOR MEDICAL PURPOSES

STUDENTS’ LINGUISTIC SKILLS AND PROBLEMS IN LEARNING MEDICAL VOCABULARY AT A HEALTH SCIENCES UNIVERSITY IN THE UAE

English for Specific Purposes (ESP) courses help the students to be more effective and confident in their profession. The main aim of this research was to explore the difficulties faced by students of a Medical and Health Sciences University in learning medical vocabulary which is a vital part of teaching English for Medical Purposes (EMP). It was hypothesized that students coming from non-English medium backgrounds find it difficult to understand and learn medical vocabulary due to weak linguistic skills. A questionnaire was sent to the undergraduate and post-graduate students of Medical, Dental, Pharmacy and Nursing Colleges and it was observed that the majority of students agreed that knowing medical vocabulary in English is important for their profession and students coming from Arabic medium schools find it difficult to understand and learn medical vocabulary and more than 50% use an English-Arabic dictionary. Interestingly, listening emerged as the weakest skill but 97% of participants feel that practice in hospitals can make learning the medical terms easy. Based on these findings, the authors have suggested some interactive activities that can be used in the class for better retention and made some recommendations.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0958/a.php" alt="Hit counter" /></p>

What’s up, Doc? Views of Healthcare Professionals on Medical Scenes in Television Series

Communication is not the forte of most doctors. A special course was thus created and implemented at the Dijon Medical School to teach medical students the fundamentals of doctor-patient communication in a consultation setting. A study was conducted to assess the effectiveness of using scenes from Anglophone TV shows to teach medical communication in English (Carnet, 2020). Scenes covering the different steps of a consultation were meticulously selected to match the curriculum. The TV shows selected belonged to either the FASP genre (Petit, 1999), or other genres, not specialized in the medical world. This article discusses the way practicing doctors view these scenes and their medical content. First, the way the scenes were selected and assessed by a panel of professionals is explained. Then, the professionals’ view on these scenes, and the medical errors spotted by the panel, are presented. Finally, a discussion is started on the feasibility of using TV series as material for the teaching of English for Medical Purposes (EMP).

Needs Analysis Research in the Arab World (2000 – 2019): Contexts and Data Collection Instruments and Sources Triangulation

This study aimed at reporting the contexts of interest in needs analysis research (NAR) in the Arab World (2000 – 2019) and describing the adoption of triangulation in data collection instruments and data sources. A purposive sample of 48 published NAR was subjected to content analysis. Results revealed that needs analysis studies (NASs) in the Arab World (2000 – 2019) are interested in EAP context more than other contexts such as English for Medical Purposes (EMP) and English for Occupational Purposes (EOP). In addition, most of the NASs adopted one data collection tool and consulted outsiders as sources of data. In addition, the study found that there is lack of method and/or source interaction. In general, NAR in the Arab World suffers from several shortcomings. Based on these results, the study recommended that NA researchers in the Arab World should pay more attention to other ESP contexts. In addition, they need to address issues related to triangulation to lend reliability to their data.

Needs Analysis of English for Medical Purposes: A Student Perspective

English has been integrated into medical curriculum in higher education in countries where English is not the official language of instruction. For medical students—non-English department students—English has been taught to meet specified academic and professional needs of learners in so-called English for specific purposes (ESP). To ensure that English program is relevant to the learner’s needs, a need analysis is required. This study aimed to investigate the English needs of the first-year medical students taking a compulsory program of English for academic purposes at Faculty of Medicine, Sultan Agung Islamic University. The data were collected using a questionnaire to assess the medical students’ purpose of learning English, the importance of learning English, language learning needs of major language skills (reading, writing, listening, speaking) and their preference of assessment type. The data were descriptively analyzed. Forty-five students consisting of 67 % female and 33% male completed the questionnaire. Most students (76%) used English when studying. All students agreed on the importance of English. The most important sub skill included reading technical article in medicine, listening to audio and listening oral presentation, giving spoken presentation, writing medical prescription. Individual achievement was the most preferred type of assessment. The medical students agreed on the importance of English specific purposes. The interpretation of findings will be useful for the design of English for specific purposes in the study setting.

Feeling our Way: A Trioethnography on Critical Affective Literacy for Applied Linguistics

This paper argues that attention to affect/emotion be given greater prominence in applied linguistics following a theoretical and pedagogical framework delineated as critical affective literacy (CAL) by Anwaruddin (2016). Following a brief description of key CAL principles, the authors explore the potency of affect and emotionality of texts by way of duo/trioethnography (Norris & Sawyer, 2012, 2017), a research methodology particularly relevant for exploring affective/emotional dimensions of language in educational domains (e.g., English for Academic Purposes, Language Teacher Education, English for Medical Purposes) and as part of broader socio-political deliberation. The authors detail specific features of duoethnographic research methodology (e.g., participant transparency and juxtaposition, epistemological and ideological risk-taking) that contribute to CAL principles and aspirations. In the final sections of the paper, the authors identify several implications of their trioethnography for the development of CAL in applied linguistics followed by brief descriptions of curricular and pedagogical innovation where affect/emotion has been integral to the pedagogical and literacy strategies described. Key Words: affect; emotion; critical affective literacy; duoethnography; democratic pedagogies.

Impact of a Preparatory Year Programme on the Students of Health Professions Education Colleges: Perception of students and faculty members.

ObjectivesThe preparatory year programme (PYP) at King Abdulaziz University, Jeddah, Saudi Arabia, is a one-year programme for students preparing for a full multi-year degree curriculum at a university. It offers a bridge between high-school and university-level studies of the students. This study aimed to evaluate the impact of the King Abdulaziz University PYP on students of the health professions education colleges from the viewpoints of the students and the faculty.MethodsThis descriptive study was conducted between May 2019 and January 2020 at King Abdulaziz University, in Jeddah, Saudi Arabia and was based on data collected from both students and faculty to assess their perceptions. The data were collected from students through self-administered questionnaires and from faculty members through structured interviews. Descriptive statistics were used for analysis.ResultsA total of 633 students responded to the questionnaire (response rate: 88.3%), of which almost half agreed that the PYP made them self-confident and reinforced their discipline (49.2% and 46.9%, respectively). Less than two-thirds agreed that the preparatory year reinforced their sense of responsibility and helped them adapt to the university educational environment (60.6% and 64.3%, respectively). Conversely, more than half (58.5%) disagreed that the preparatory year classes helped them select their majors as well as that the preparatory year prepared them for their major classes (57.2%). A total of 24 faculty members who taught PYP students claimed that there should be careful consideration of the contents of the courses offered to the students in the preparatory year programme, especially the content related to the healthcare profession education. They argued that it is better to have a separate track in the PYP that includes subjects directly related to the study of health professions (such as molecular sciences, genetics, medical terminology, English for medical purposes, etc.).ConclusionThe impact of the PYP on students attending the health professions colleges was found to be weak as per the perceptions of both students and faculty members. In-depth studies are necessary for further investigation of this impact.

English for Medical Purposes and Its Status in India

English for Medical Purposes and Its Status in India

A Linguistic Ethnography of Discursive Identities of an English for Medical Purposes (EMP) Teacher

A Linguistic Ethnography of Discursive Identities of an English for Medical Purposes (EMP) Teacher

Case-based Method and its Implementation in English for Medical Purposes

Abstract
 The case study or case-based technique has been widely employed in a variety of areas due to the tremendous benefits it provides for teaching and learning. The Indonesian government also encourages the use of the case method as one of the methods emphasized in the Key Performance Indicators of Higher Education (IKU) guidelines. This article presents a literature review of the case study by exploring the benefits and the challenges of implementing this method in the classroom. Besides, an alternative scenario of the case study implementation in English for Medical Purposes is also presented. It is hoped that this article will give insight into the implementation of the case method in a specific setting to help students learn English in a meaningful way.
 Keywords: Key Performance Indicator, Case-based Learning, English for Medical Purposes

The Impact of Learning through Management System vs. Learning through Experience Platform on Exam Results of Digital Natives and Digital Immigrants

The upheaval time of COVID-19 highlighted the importance of an effective way of teaching English to the front-line healthcare workers such as medical doctors and researchers with different digital-divide status, particularly in non-English-speaking countries because they were first-hand users of critical pandemic-related information in mostly-English articles published online by scientific journals. This study attempted to investigate the pedagogical effects of utilizing the two main User-Generated Content (UGC) platforms in E-learning, namely LMS vs. LXP, on the results of the Electronic Ministry of Health Language Examinations (E-MHLE) among Iranian English for Medical Purposes (EMP) learners across their digital-divide status (digital natives vs. digital immigrants) during the COVID-19 pandemic. A series of focus-group E-interviews were conducted to determine the reasons behind the lowest scores among the participants and to find out possible suggestions for success in high-stake E-tests. To this end, 272 EMP learners who were users of LMS and LXP were conveniently selected from a university of medical science to participate in this sequential explanatory mixed-method research. The results of descriptive and inferential statistics showed that the LXP group outperformed the LMS one in the results of E-MHLE. Moreover, the digital natives obtained higher scores than the digital immigrants in both groups but the difference was not significant in the LXP. The findings of the E-interviews were thematically analyzed and discussed. The findings of this study might offer practical and realistic benefits to the whole EMP community, particularly policymakers for the post-COVID-19 era.

Implementing English for Medical Purposes (EMP) in South Korea: Nursing students' ongoing needs analysis

Despite the growing popularity of English for Medical Purposes courses for nurses and nursing students in the East Asian region, relatively little research has been done to investigate whether these courses meet students' specific pragmatic or learning needs. Drawing on the analysis of questionnaires and interview data collected from 66 South Korean nursing students who enrolled in the Medial English course, the study aims to demonstrate the students' specific learning purposes and their pragmatic needs that are highly relevant to the values and conventions of the target discourse community. The findings of the study suggest that while most students agree with the need for English for Specific Purposes courses, they report that the current courses do not fully fit their needs and expectations because of (a) an English-only classroom policy, (b) limited academic literacy in English, and (c) non-localized materials. Findings help language educators, policy makers and researchers in the East Asian region to better understand the importance of looking at specificity of English for Medical Purposes courses and the students' unique needs, and provide them with suggestions for enhancing the effectiveness and specificity of English for Medical Purposes courses.

Teaching English To Medical Students On The Basis Of Professionally Oriented Approach

Modern approaches such as professionally oriented, communicative and competence-based approaches in teaching a foreign language are core issues for all areas of higher education today. One of the areas of teaching English for the specialty is English for medical purposes. English for medical purposes is taught from a real-world perspective, which means teaching English is context-specific and vocabulary in many countries around the world. This article deals with issues of the teaching students of medical specialties in English for special purposes and provides a brief overview of the specific characteristics of medical English and exercises aimed at mastering at professional vocabulary acquisition in mixed-level learning groups.

Using technology in English for medical purposes: Eliciting instructors’ attitudes

Abstract Computer-assisted Language Learning (CALL) has been proved to enrich the instructions on English for Academic Purposes (EAP). The present study aimed to explore the EAP instructors' attitudes towards using technology in the universities of medical sciences. Adopting a mixed-method design, 94 language and content EAP instructors in the field of medical sciences responded to the electronic version of a questionnaire, of whom 30 participants voluntarily took part in interviews. The findings revealed the instructors’ positive attitudes towards implementing CALL in their classes. However, no significant difference was noticed between language and content EAP instructors regarding their attitudes towards CALL. In the interview phase of the study, the participants expounded on the requirements of adopting technology-based instructional approaches in teaching English to students in the field of medical sciences. Furthermore, they described the main barriers in the successful implementation of technology in their classes. The findings have far-reaching implications in providing technology-based EAP courses in the universities of medical sciences.

Clinical Case Presentations: An Overview of an Exemplar Medical Speech Event

Clinical case presentations are core medical speech events carried out in medical and teaching institutions worldwide among both students and active practitioners. While in most non-English speaking locales these events will usually be communicated in a local language they are also, on set occasions, often performed in English. In order to understand both how and why clinical case presentations are carried out in English in non-English speaking Asian locales, the author visited 8 medical universities and/or affiliated hospitals in 6 Asian countries, observing a total of 36 English clinical case presentations, followed by interviews with 25 different clinical practitioners, teachers, or medical students. The author then analyzed the collected speech event data in terms of Hymes' (1974) SPEAKING model, augmented by Swales' (1990) focus upon 'moves' in genre analysis, and further informed by Bhatia's (1994) introduction of a socio-cognitive dimension to genre analysis, in order to develop a well-rounded descriptive synoptic model of how this speech event is both perceived and performed in non-English speaking English settings. It is hoped that these insights can be further applied to the development of English for Medical Purposes (EMP) materials or curricula and that this case may serve as an exemplar for other inquiries into professional, situated ESP speech events.

To Appraise the Learning Protocol of English Writing as a Fraction of English for Medical Purposes (EMP) in Faculty Members

To Appraise the Learning Protocol of English Writing as a Fraction of English for Medical Purposes (EMP) in Faculty Members