29th JASMEE Conference

Academic Program

The academic program is organized into thematic tracks representing current issues, innovations, and challenges in English for Medical Purposes (EMP) education. These tracks provide a structured framework for abstract submission and review, ensuring that contributions are aligned with the conference theme while allowing for a broad range of perspectives. Presenters are requested to select the track that best matches the focus of their work.

Standardization of EMP education

T1

This core track addresses common frameworks, competencies, and curricular structures that aim to establish consistency and quality across EMP programs. Discussions focus on the development of shared standards that can guide institutions, educators, and policymakers.

• Core EMP competencies
• Model EMP curriculum
• Horizontal and vertical integration
• Longitudinal outcomes of EMP programs
• Cross-national comparisons of EMP curricula

Personalization of EMP education

T2

This core track examines approaches that tailor EMP learning to individual learners' backgrounds, needs, and professional development. Topics include adaptive instruction, differentiated assessment, and feedback practices that support learner-centered medical English education.

• Personalized activities/course design
• Personalized assessment
• Personalized feedback
• Needs analysis and learner profiling

Teaching and learning

T3

This track highlights effective teaching methodologies for EMP, with an emphasis on active learning approaches. It focuses on practical classroom strategies and faculty development.

• Content-language integrated learning (CLIL)
• Case-based and scenario-based teaching
• Simulation-based instruction (e.g., OSCE-style activities)
• Interprofessional EMP education
• Teacher training & faculty development

Assessment

T4

This track addresses the design, implementation, and interpretation of assessments used within EMP courses and programs. It includes formative, summative, and performance-based approaches, as well as the development and use of assessment rubrics and rating scales to evaluate communicative competency, clinical reasoning in English, and workplace readiness.

• Formative assessment
• Summative assessment
• Performance-based assessment
• Assessment rubrics and rating scales
• Programmatic assessment and other innovations
• Validation of assessment methods

Standardized testing

T5

This track focuses on all forms of standardized examinations relevant to medical students. It provides a forum for analyzing test design, performance data, and the implications of high-stakes testing for EMP curricula.

• General English proficiency tests (TOEFL, IELTS etc.)
• EMP tests (OET, EPEMP etc.)
• Medical licensing tests (NEMP, USMLE etc.)

Technology

T6

This track explores emerging technologies that support EMP teaching and learning, including generative AI, immersive simulation, and speech technologies. It highlights innovative tools that enhance learner engagement, practice opportunities, and feedback.

• Generative AI
• VR/AR and simulation
• Interactive technologies (audience response systems etc.)
• Learning management systems
• Authoring tools

Materials and resources development

T7

This track centers on the creation, adaptation, and evaluation of EMP teaching materials. Topics include the use of authentic clinical documents, corpus-informed content development, and the design of open and shareable educational resources.

• Creating EMP teaching materials
• Authentic resources
• Corpus-based resources
• Open educational resources (OER)

Cultural and global perspectives

T8

This track examines the cultural, linguistic, and global dimensions of EMP. It focuses on cultural competence, multilingual healthcare contexts, and international exchange activities, and how these shape communication in healthcare and the design of EMP programs.

• Cultural competence and communication
• Multilingual healthcare settings
• International exchange activities

Other

T9

A flexible category for submissions that do not fit neatly within the defined tracks but contribute meaningfully to EMP education, research, or practice.