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Description
At Okayama University Medical School, Medical Interviewing in English is integrated into the fourth-year simulation course. It includes an interactive lecture on conducting medical interviews in English, followed by a doctor–patient role-play session conducted entirely in English. Of the 120 enrolled students, 108 (68 male and 40 female) voluntarily submitted post-class feedback in English. Responses were categorized as: (a) positive experience, (b) mixed experience, and (c) concerns about English language proficiency. Overall, 61.1% of students reported a positive experience, with approximately equal numbers of male and female students. In contrast, 24.1% reported mixed experiences—acknowledging both the value of the class and challenges related to language barriers—among this group, roughly 75% were male, and 25% were female. The remaining 14.8% primarily reported concerns about English proficiency, and this category consisted of approximately 94% male and 6% female students. Positive feedback highlighted students’ enjoyment of role-playing in English, recognition of the importance of effective communication during history-taking, increased awareness of cultural differences, and appreciation for the opportunity to engage in this type of experiential learning. Mixed responses reflected similar positive impressions, but also noted difficulties interviewing patients in English. Students who reported primary concerns about language barriers emphasized challenges in communicating effectively, limited listening comprehension, and difficulty formulating questions in English. In an era when artificial intelligence can help mitigate language barriers, strengthening communication skills and fostering cultural awareness remain essential to medical education. Such training is crucial for preparing globally minded physicians capable of serving diverse patient populations in Japan and internationally.