The scientific program is organized into a set of thematic track groups that reflect the central issues, innovations, and challenges in English for Medical Purposes (EMP) education. These track groups and their associated tracks provide a structured framework for submitting, reviewing, and presenting abstracts, ensuring that contributions are aligned with the conference theme while allowing for a broad range of perspectives. Presenters are encouraged to select the track that best matches the focus of their work, enabling a coherent and engaging program for all participants.
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Standardization of EMP education
This track group explores efforts to define common frameworks, competencies, and curricular structures that support consistency and quality across EMP programs. Discussions focus on the development of shared standards that can guide institutions, educators, and policymakers.
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Core EMP competencies
Defines the essential communicative and clinical English skills healthcare learners across institutions are expected to acquire by graduation.
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Model EMP curriculum
Explores structured curricular frameworks that promote consistency, alignment, and quality in EMP education.
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Personalization of EMP education
This track group examines approaches that tailor EMP learning to individual learners' backgrounds, needs, and professional pathways. Topics include adaptive instruction, differentiated assessment, and feedback practices that support learner-centered medical English education.
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Personalized activities/course design
Examines instructional approaches tailored to learners’ backgrounds, goals, and clinical specialties.
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Personalized assessment
Focuses on assessment methods that adapt to individual learner profiles and developmental needs.
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Personalized feedback
Discusses feedback strategies that provide targeted, learner-specific guidance to support progress in EMP.
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Pedagogy and instruction
This track group highlights effective teaching methodologies for EMP, with an emphasis on task-based, scenario-based, and immersive approaches. It focuses on practical classroom strategies, interprofessional communication training, and the preparation and development of EMP educators.
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Content-language integrated learning (CLIL)
Explores approaches that integrate medical content and language learning to support simultaneous development of domain knowledge and communicative ability.
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Horizontal integration
Examines strategies for aligning EMP course content with concurrent biomedical and clinical subjects to enhance coherence and relevance across the curriculum.
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Case-based and scenario-based teaching
Explores instructional approaches centered on realistic clinical cases and communication scenarios.
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Simulation-based instruction (e.g., OSCE-style activities)
Highlights the use of simulated clinical encounters to build communicative competence and confidence.
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Interprofessional EMP education
Focuses on teaching strategies that develop communication across diverse healthcare professional roles.
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Teacher training & faculty development in EMP
Addresses the preparation, support, and ongoing development of educators teaching medical English.
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Assessment of EMP
This track group addresses the design, implementation, and interpretation of assessments used within EMP courses and programs. It includes approaches to formative and summative assessment that measure communicative competency, clinical reasoning in English, and workplace readiness.
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Formative assessment
Explores assessment practices that support ongoing learning through low-stakes, developmental feedback.
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Summative assessment
Examines high-stakes evaluations that measure learners’ achievement of EMP objectives and competencies.
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Standardized testing
This track group focuses on standardized examinations relevant to general English proficiency, medical English, and national licensing requirements. It provides a forum for analyzing test design, performance data, and the implications of high-stakes testing for EMP curricula.
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General English proficiency tests (TOEFL, IELTS etc.)
Discusses the role and relevance of broad English proficiency exams in medical education pathways.
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EMP tests (OET, EPEMP etc.)
Focuses on standardized assessments that measure English communication skills specific to healthcare contexts.
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National Medical Licensing Exam English questions
Examines the English-language components of medical licensure exams and their implications for EMP curricula.
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Technology-enhanced learning
This track group 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.
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Generative AI for EMP
Explores AI-driven tools that support instruction, practice, and feedback in medical English education.
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VR/AR and simulation for clinical English
Highlights immersive technologies that enable realistic, practice-oriented clinical communication training.
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Speech recognition and synthesis for communication training
Examines tools that provide automated speaking practice, feedback, and modeling for clinical English tasks.
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Materials and resources development
This track group 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.
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Creating EMP teaching materials
Focuses on developing instructional materials tailored to clinical communication and medical contexts.
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Authentic resources
Explores the use of real-world clinical documents to support authentic, practice-oriented learning, such as EHRs, case notes, discharge summaries, and lab reports.
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Corpus-based resources for EMP
Highlights the creation of materials informed by linguistic analysis of medical and clinical communication corpora.
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Open educational resources (OER) for EMP
Examines the design and dissemination of freely accessible EMP teaching and learning materials.
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Cultural and global perspectives
This track group examines the cultural, linguistic, and global dimensions of EMP. It focuses on how cultural competence, multilingual contexts, and international diversity influence communication in healthcare and the design of EMP programs.
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Cultural competence and communication
Examines how cultural values, expectations, and practices shape communication in healthcare settings.
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Multilingual healthcare settings
Explores communication challenges and strategies in clinical environments where multiple languages are used.
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Research and innovation
This track group highlights empirical research and emerging innovations in the field of EMP. It includes studies on assessment validation, learner trajectories, curriculum comparisons, corpus-based analyses, and needs assessments that inform evidence-based EMP education.
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Validation of EMP assessments
Presents research on the reliability, validity, and fairness of assessments used in medical English education.
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Longitudinal outcomes of EMP programs
Examines studies tracking learner development and program effectiveness over extended periods.
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Cross-national comparisons of EMP curricula
Highlights research comparing EMP educational models, standards, and outcomes across countries.
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Corpus/linguistics studies in EMP
Showcases linguistic analyses that reveal patterns, demands, and features of medical English communication.
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Needs analysis and learner profiling
Explores studies identifying learners’ communicative needs and characteristics to inform curriculum design.
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Miscellaneous
A flexible category for submissions that do not fit neatly within the established track groups but still contribute meaningfully to EMP education, research, or practice.
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Other
Covers topics and innovations in EMP that fall outside the defined tracks.
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