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With the increasing number of medical students participating in overseas clinical placements, the need for effective clinical English education has grown. However, conventional one-size-fits-all approaches may not adequately address individual learners’ needs. At Fujita Health University, findings from the 2024 academic year indicated substantial variability in students’ learning needs.
We developed PACE (Personalized Approach to Clinical English), a tailored clinical English training program for fifth-year medical students preparing for elective overseas clinical placements. The program incorporated individualized learning goals based on students’ destinations and anticipated clinical contexts. Learning activities were tailored to expected clinical scenarios. Educational components included structured practice based on IELTS speaking, OET speaking, and USMLE Step 2 CS–style scenarios. Seven medical students participated in the program. The outcomes were evaluated using a combination of pre- and post-intervention self-assessment questionnaires administered via Google Forms, along with Likert scales and open-ended questions.
Participants demonstrated improved confidence and perceived competence in clinical communication in English. Qualitative improvements were also observed in simulated clinical performance, particularly in patient-centered communication. Most students expressed satisfaction with the training course.
The PACE program may improve preparedness for overseas clinical placements. Individualizing learning content according to learners’ needs appears to be a practical and effective approach in medical English education. This exploratory study suggests a potentially scalable framework for individualized clinical English training.