Speaker
Description
The revised Model Core Curriculum for Medical Education announced in fiscal year 2022 states that, under the domain of Scientific Inquiry, medical students should be able to read medical papers in English and understand their main points. While the ability to read and publish research papers in English remains an essential skill for young physicians, the increasing number of foreign residents in Japan also requires doctors, even those practicing in rural areas, to develop practical English communication skills. Recognizing this need, the Japan Society for Medical English Education has proposed guidelines aligned with global standards to strengthen Japanese medical students’ proficiency not only in reading and writing, but also in listening and speaking.
However, given the limited number of Medical English lectures within the medical curriculum, it is challenging to effectively address all four language skills. Innovative approaches are therefore necessary to meet these educational goals. At Saga University, Medical English courses have been designed to align with case-based learning (CBL) and problem-based learning (PBL) conducted by clinical departments. The course emphasizes listening comprehension through doctor–patient conversations and clinical case reports, supported by assigned readings related to specific symptoms and diseases. To reinforce vocabulary acquisition, each class begins with a short quiz focusing on key terminology used in the listening and reading materials.
This presentation will examine the design and implementation of this approach and discuss ongoing efforts to evaluate its effectiveness in improving medical students’ English proficiency while maintaining their motivation to learn medical English. The goal is to explore strategies that allow Medical English courses to provide meaningful and effective learning experiences within the constraints of the current curriculum.