29th JASMEE Conference

Jul 10, 2026, 12:00 PM → Jul 12, 2026, 5:30 PM Asia/Tokyo

Kansai Medical University, Faculty of Medicine

Raoul Breugelmans (Kansai Medical University), Eric H. Jego (Nihon University School of Medicine)

29th Japan Society for Medical English Education Conference
第29回 日本医学英語教育学会学術集会

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THEME

Toward an EMP Model Core Curriculum —Balancing Standardization and Personalization—
医学英語教育モデル・コア・カリキュラムに向けて　標準化と個別化の調和を目指して

DATES

July 11 (Sat) – July 12 (Sun), 2026

VENUE

Kansai Medical University, Faculty of Medicine
関西医科大学 医学部

ORGANIZERS

President: Raoul Breugelmans (Kansai Medical University)
Vice-President: Eric H. Jego (Nihon University School of Medicine)

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Important dates

Call for Abstracts: January 10 (Sat) – March 10 (Tue), 2026
Early-bird Registration: April 10 (Fri) – May 9 (Sat), 2026
Regular Registration: May 10 (Sun) – June 30 (Tue), 2026

2025/12/18 First Announcement (PDF)

2026/1/7 Abstract Submission Manual (PDF)

2026/1/7 演題登録マニュアル (PDF)

Fri, July 10

Committee Meeting 1

Committee Meeting 2

Outgoing Board Meeting

Sat, July 11

Opening Remarks

1 Welcome Greetings by the President of the 29th JASMEE Conference

Speaker: Raoul Breugelmans (Kansai Medical University)

2 TBA

3 Orientation

Speaker: Eric H. Jego (Nihon University School of Medicine)

General Topics 1A: Cultural and global perspectives

4 Never say “Smoking is bad for your health!”：患者を「教育」する前に「共感」を

発表者が担当する医学科1年生の医学英語授業で実施している教育単元「Good Patients」の実践を報告する。本教材は高雄医学大学（Kaohsiung Medical University）のPeih-Ying Lu教授が開発したものであり、許可を得て発表者の授業でも使用している。課題では、異なる文化背景（出身国籍、年齢、性別、教育歴、経済状況、英語力など）をもつ5名の患者（米国への移民を想定）について英語で書かれた短い記述を読み、医師としての自分にとって「良い患者」を順位づけする。学生は順位とその理由を英語で事前に記述し、4名1組のグループで約50分間英語によるディスカッションを行い、最終的にグループとしての順位を決定する。この活動は、英語による議論能力を育成するとともに、異文化理解や医療者としての無意識の信念・価値観への気づきを促すことを目的としている。さらに発表後の解説では、医師の助言にもかかわらず喫煙をやめない患者などを例に、難しい患者との関係構築について検討させる。ここでは非暴力コミュニケーション（Nonviolent Communication: NVC）の視点を援用し、患者の行動の背景にある感情やニーズに共感しながら関係を築くコミュニケーションをペアワークで体験させる。本発表では、この授業方法と学生の学びや気づきについて報告する。

Speaker: Shozo Yokoyama (University of Miyazaki)

5 Safety promotion for foreigners; measures from Child Death Review, Shiga

Child death review (CDR) is the initiative collecting information about all deaths of children and identifying factors contributing to deaths that may help prevent future child deaths. In Japan, the government initiated the Model Project for CDR in seven Japanese prefectures including Shiga Prefecture in 2020. Since then, all child deaths (approximately 40 to 50, annually) have been deeply analyzed with multidisciplinary specialists and proposal for preventing deaths have submitted to the prefectural governor, annually. In 2021, a foreign child had died of drowning while playing in the river. After death scene investigation, forensic autopsy, interviews for the family members and witness, we found that there had been a lack of awareness of the risks. Foreign nationals may exhibit differences in safety behaviors due to cultural and customary difference. In the proposal, the issue, “safety promotion for foreigners to prevent accidental deaths” was included. Following this proposal, public awareness campaigns regarding hazard warnings and safety measures have been conducted in multiple languages. After that, no more foreign children have died of accident in Shiga Prefecture. This presentation emphasizes the importance of safety promotion for foreigners based on the regional CDR.

Speaker: Masahito Hitosugi (Shiga University of Medical Science)

6 International Activities for Cultural Competence and Intercultural Communication

As healthcare systems become increasingly globalized, nursing education must equip students with cultural competence, multilingual communication skills, and global perspectives for effective practice in diverse clinical settings. Kobe City College of Nursing (KCCN) actively promotes internationalization through a variety of international exchange programs designed to develop these competencies while addressing contemporary global health challenges. Exchanges with the University of Washington, Da Nang University, and National Taipei University of Nursing provide students with immersive experiences, including clinical observations, online seminars, collaborative classes, and cultural activities. This presentation highlights the pedagogical implications of KCCN’s initiatives, demonstrating how structured international exchanges integrate medical English, intercultural communication, and global healthcare literacy, offering practical strategies for advancing English-for-Medical-Purposes education in nursing programs.

Speaker: Crosby Adam (Kobe City College of Nursing)

7 Rethinking Standardization: Developing Adaptive Clinical Skills in a Pre-Departure Training Course for International Clinical Clerkships

As participation in overseas elective clinical clerkships increases, many English for Medical Purposes (EMP) programs across Japan provide intensive courses to prepare students, most of whom are non-native English speakers, for clinical practice in diverse healthcare systems worldwide. However, medical education and clinical practice can vary significantly across geographical locations, institutions, medical specialties, and patient populations. This study examines how an intensive EMP pre-departure preparation course at Keio University addresses this challenge. The seven-session course, organized and led by a native-English-speaking physician, focuses on competence in four key areas: history taking, clinical reasoning, oral patient case presentations, and physical examination. While the clinical skills of the 64 students in AY2025 varied considerably, the course-leading physician noticed consistent weakness during the physical examination sessions. In particular, the peripheral limb neurological examination was frequently performed "incorrectly" (as judged by the physician, who was trained in Britain), even by the higher-level students. Notably, almost all reproduced the exact same "error" (from the perspective of the British-trained physician) in one particular component of the examination—reflecting what they had been taught in their clinical skills training in Japan. Given that the practice of medicine is culturally and institutionally embedded, and that students often internalize the styles and habits of small-group supervisors and early-career mentors, observations from this course suggest that intensive pre-departure EMP programs should focus not only on procedural and linguistic formats, but also on how standard medical practice can vary across institutions, cultures and countries and to encourage students to be alert to these differences and adapt where appropriate.

Speaker: Ying Foo (Keio University)

General Topics 1B: Teaching and learning 1

8 Beyond Language Barriers: Student Reflections on Medical Interviewing in English

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.

Speaker: Sabina Mahmood (Graduate School of General Education and Global Studies, Okayama University)

9 Challenges in Information-Giving during Medical Interviews: A Survey of 302 Foreign Residents on the Need for Direct Communication

Background: Medical English education in Japan has traditionally focused on rapport-building and history-taking skills. However, there is little empirical evidence regarding whether these empathetic approaches meet the practical communication needs of foreign patients during the "explanation and planning" phase. This study aims to re-evaluate current curricula by analyzing the healthcare experiences of foreign residents in Japan.

Methods: An online survey was conducted from November to December 2025, targeting 302 foreign residents in Japan. The majority of respondents were working-age (45.7% aged 20–39; 40.4% aged 40–59). We used a 5-point Likert scale to measure satisfaction across various clinical domains and performed thematic analysis on qualitative feedback to identify specific barriers to communication.

Results: The data showed a clear gap between emotional support and informational clarity. While participants highly rated doctors for "Respect for culture and religion" (Mean: 4.08) and "Listening attitude" (Mean: 3.61), satisfaction with the "Clarity of English explanations" was significantly lower (Mean: 2.67; p < 0.001), making it the only domain in the dissatisfied range. Notably, although 55.1% of respondents used translation apps, 49.7% still expressed a direct need for "English-speaking doctors." Qualitative insights revealed that even when doctors were perceived as "kind," patients felt anxious due to medical jargon and a lack of clear information regarding treatment costs and diagnostic reasoning.

Conclusion: Our findings highlight a paradox: Japanese physicians are highly regarded for their empathy, yet patients still face a profound sense of "informational insecurity." This suggests that medical English education should go beyond teaching basic terms. It should prioritize "Plain English" strategies and the ability to discuss practical issues, such as medical fees. Our study demonstrates that direct verbal communication remains the foundation of patient trust, representing a human element that translation technology cannot fully replace.

Speaker: Jun Iwata (Shimane University)

10 Simulated Medical Interviews in Medical English Education: Analyzing Interaction between Japanese Medical Students and Simulated Patients

The growing number of foreign residents and visitors in Japan has increased the need for healthcare professionals who can communicate effectively in English. Therefore, developing proficiency in conducting medical interviews in English has become an urgent professional requirement for Japanese medical students (Jego, 2022). Role-plays and simulated interactions have been shown to support the development of professional communication skills (Pilnick et al., 2018). While previous research has largely measured the effectiveness of these methods quantitatively (King et al., 2014; Chen et al., 2020), less is known about how medical students actually carry out such interactions in practice.

This study examines how simulated medical interviews unfold in situ, focusing on the interactional competence of novice medical practitioners (Nguyen, 2006, 2013). Data were drawn from 112 students enrolled in a medical English course at a Japanese university. Each student conducted a three-minute role-play interview with one of three foreign simulated patients, asking about symptoms and medical history. Using conversation analysis, the study identifies varying levels of interactional competence. Some students produced questions that elicited minimal responses, whereas others designed their turns to reflect medical knowledge and sensitivity to the sequential organization of talk. These students elicited more detailed responses and managed both transactional and empathetic aspects of the consultation. The findings highlight the importance of turn design, question consequentiality, and the display of empathy (Nozawa, et al, 2018) in novice medical interactions. Implications for medical English education are discussed.

Speaker: Aya Watanabe (Fukui Prefectural University)

11 Developing Genre Awareness in EMP: From Written Case Reports to Spoken Medical Communication

As English plays an increasingly central role in medical education and professional communication, English for Medical Purposes (EMP) courses aim to prepare students to participate in the communicative practices of the medical profession. These practices include spoken interaction, such as doctor–patient and doctor–doctor communication, as well as written genres through which clinical knowledge is constructed and shared. Drawing on concepts from English for Specific Purposes, particularly genre and discourse community, this presentation reports on the design of an EMP course for second-year pre-clinical medical students in Japan that implements a genre-informed pedagogical approach using short case reports as a central instructional resource.

In this course, case reports are introduced as a genre through which members of the medical discourse community share clinically meaningful observations and construct diagnostic narratives. The course emphasizes the communicative purpose, rhetorical organization, and language features characteristic of this genre. Through guided analysis, students examine how diagnostic reasoning is communicated within this genre.

Building on this genre awareness, students participate in peer-teaching sessions in small groups in which they present and explain selected case reports to their classmates. The cases then serve as the basis for role-play activities in which students create and simulate doctor–patient/family interactions and doctor–doctor interactions. These activities encourage students to explore how medical knowledge is communicated differently depending on the context.

By linking the analysis of a written medical genre with peer exchanges and simulated clinical communication, the course aims to help students recognize and participate in the communicative practices of the discourse community and to develop greater confidence in English-mediated medical interaction. The presentation discusses the pedagogical rationale for this genre-informed approach and considers its implications for EMP course design for pre-clinical medical students.

Speaker: Chieri Noda (Showa Medical University)

Exhibitor Luncheon

General Topics 2A: Technology

12 Medical English Education Incorporating AI Dialogue

In the current landscape of Japan, proficiency in medical English is an essential requirement. Medical English holds great potential not only within the healthcare field but also in strengthening Japan’s economy and national power more broadly.
As a society, we propose both a foundational standard specification and more detailed personalized specifications. At the same time, we aim to establish a support system that closely accompanies our members in their daily efforts to master medical English. Furthermore, we seek to enhance activities that promote the appeal of medical English—including member recruitment—and to refine our most talented staff through initiatives such as a “Top Gun” program for the medical field. Fortunately, the remarkable evolution of AI is making all of this possible. In this project, we have developed an interdisciplinary and practical model that transcends professional and academic boundaries. The basic steps required to implement this model are as follows:
1. Build a foundation for “thinking in English” using basic English.
2. Practice expressing clinical conversations in English.
3. Explain how to use AI.
4. Explain how to engage in dialogue with AI.
5. Explain how to extract medical information from AI.
6. Explain how to conduct role-plays with AI.
7. Explain how to conduct case discussions with AI.
8. Explain how to conduct hands-on training in collaboration with AI.　　　　　　　　　　　　
This initiative offers numerous benefits, including:
1. Developing a foundational English mindset, leading to greater confidence and motivation in using English.
2. Enhancing the ability to practice independently-anytime, anywhere and on any topic using mobile devices or computers.
3. Being cost-effective.
4. Gaining proficiency in utilizing AI.
5. Enhancing communication skills through dialogue with AI.
6. Simultaneously acquiring medical knowledge and practical skills.
7. Being able to communicate with people around the world.
First, I will introduce a proposal for a standard specification as a major framework at the conference.
1. Initiatives for acquiring an English mindset.
2. Proposals for expressing clinical conversations in English.
3. Proposals for AI utilization.
4. Proposals for collaborative work with AI.
5. Proposals for promoting awareness and understanding of this initiative in medical and educational institutions.
6. Proposals for academic society support systems (e.g. development and distribution of learning materials, organization of practical training workshops).
Next, we present proposals for personalized specifications:
1. Proposals for acquiring an English mindset tailored to individual levels.
2. Proposals for conversations in specific professional roles or areas of interest.
3. Proposals for learning AI usage based on individual proficiency.
4. Proposals for engaging in AI dialogue related to specific roles or interests.
5. Proposals for learning role-play and hands-on dialogue with AI in specific professional contexts.
Finally, we introduce the “Medical Top Gun” initiative to further refine outstanding professionals:
1. Developing the ability to adapt across various medical fields.
2. Cultivating skills for both interdisciplinary discussions and collaborations.
3. Acquiring and applying a wide range of medical techniques.
These initiatives are dynamic and innovative in ways never seen before. However, with careful and supportive guidance, they can be made approachable for anyone, allowing steady progress and reliable skill acquisition through daily practice. Furthermore, they hold significant potential and promise for the future.
As we plan the future activities of our society, we earnestly ask that the intended direction of this proposal—supporting those interested in medical English through the integration of AI—be thoughtfully considered.

Speaker: Hitoshi Ohuji (Laboratory Department, Yokohama Rosai Hospital)

13 If You Build It, Will They Use It? Participation Constraints in CALL Implementation

Speech-recognition technologies are increasingly promoted as tools for supporting spoken language practice in computer-assisted language learning (CALL). However, far less attention has been given to the practical challenges of implementing such tools in authentic educational settings. This study reports on the real-world deployment of a speech-recognition–based application designed to support Japanese medical students’ practice of English medical interview communication.
The application enables learners to role-play scripted doctor–patient dialogues through three stages of production: reading aloud, shadowing, and recall. Learner speech is automatically converted to text and compared with the target script, generating an accuracy score that determines whether the dialogue progresses. The application was released in April 2025 to medical students who consented to participate in the study.
The original research design aimed to compare the effectiveness of app-based practice with traditional study using printed dialogue materials. However, adoption of the application proved extremely limited. Among 258 eligible students, fewer than 20 downloaded the application and only five used it for English practice. Consequently, the planned comparison of learning outcomes was not feasible.
Rather than focusing on learning effects, this presentation examines the structural factors that limited student participation. In particular, voluntary participation requirements and the absence of links between app use and course assessment appear to have significantly reduced engagement. The findings highlight important constraints on the adoption of optional digital learning tools and underscore the need to consider institutional and motivational factors when integrating CALL technologies into formal educational contexts.

Speaker: Cosmin Florescu (University of Tsukuba)

14 TBA

General Topics 2B: Teaching and learning 2

15 Confident but Anxious: Examining the Persistence of an Affective Paradox in Medical English History-Taking

Previous work has drawn attention to an apparent paradox in medical English education: students may report increased confidence in history-taking while still reporting anxiety. The present study examines the persistence of this affective paradox across cohorts using matched pre–post survey data. Participants were second-year medical students enrolled in a six-week English-based history-taking course at Nihon University School of Medicine in two consecutive academic years (2024 and 2025). The course focused on structured clinical interviewing, with emphasis on linguistic clarity, rapport-building, and patient-centred communication in English. Students completed identical self-report measures of confidence and anxiety before and after the course, with responses matched at the individual level.
Across both cohorts, students demonstrated clear gains in self-reported confidence following the course. In contrast, anxiety levels showed little change, resulting in a stable confidence–anxiety paradox across years. The persistence of this pattern suggests that confidence and anxiety do not function as opposing endpoints but may develop along partially independent trajectories during early clinical communication training. The consistency of findings across cohorts indicates that the paradox is unlikely to reflect cohort-specific factors or measurement artefacts.
These findings have important implications for how learning outcomes are interpreted in medical English education. While increases in confidence may reflect improved procedural and linguistic readiness, persistent anxiety may signal heightened awareness of communicative responsibility rather than instructional failure. The study argues for treating confidence and anxiety as related but non-equivalent dimensions of learner development and cautions against relying on confidence gains alone as indicators of emotional readiness for clinical communication.

Speaker: Timothy P Williams (Nihon University School of Medicine, Office of Medical English Education)

16 Anxiety and Academic Writing in English: Evidence from Japanese Medical Students

Anxiety is widely recognized as an influential factor in second-language learning, yet relatively little attention has been given to writing anxiety in medical education contexts in Japan. This presentation explores the extent and nature of second-language writing anxiety among Japanese medical students enrolled in an English course. Using a standardized survey instrument administered prior to instruction, the study examines overall anxiety levels as well as dominant anxiety types. Findings suggest that writing anxiety is common in this population, with certain forms appearing more prominent than others. The presentation concludes by considering pedagogical implications for medical English courses and strategies for reducing learner anxiety in academic writing settings.

Speaker: Richard O'Shea (Nihon University, School of Medicine)

17 What is EMP without EMPathy?

Empathy is considered essential to both language learning and healthcare. It follows that empathy should be a core component of EMP (English for Medical Purposes) education, yet this is not the case. Most EMP textbooks remain focused on medical terminology and expressions. The author will present findings from a study that attempted to measure the effect of empathy-building activities on the empathy levels of medical students. A control-intervention design was adopted in this study involving 86 third-year medical students. In the intervention group, students reflected upon one English-language haiku with a medical theme each week for the 15-week semester; the control group did not engage in this activity. It was predicted that this reflection would increase students' empathic skill of perspective-taking. All students completed the Multidimensional Empathy Scale (MES) at the start and end of the term. Students in the intervention group showed significant gains in perspective-taking; these gains were not observed in the control group. Students' reflections on the haiku tasks will be discussed. Following this, further activities that can be introduced in an EMP classroom to boost learner empathy will be shown.

Speaker: Ian Willey (Kagawa University)

General Topics 3A: Standardization and personalization

18 英語を「学ぶ」から「使う」へ ― 内容重視型の医療英語教育

本発表は、医療専門職養成における英語教育のあり方を再検討し、内容重視型アプローチに基づく医療英語教育の実践を報告するものである。近年、大学英語教育ではTOEIC対策教材が多用され、高得点取得が重視される傾向にある。TOEICは英語力を測る一指標として意義があるものの、必ずしも実践的なコミュニケーション能力を保証するものではない。また、試験対策に偏った学習は学生の興味や意欲を損なう可能性もある。

これに対し福岡国際医療福祉大学の「医学英語」では、医療現場で必要とされる英語表現や対話を重視し、外国人患者と意思疎通できる能力の育成を目指している。英語学習を「目的」とするのではなく、必修の海外研修で英語を「道具」として使う経験を通して学習目的を明確化し、動機づけを高めている。授業では医療英単語の小テストによる語彙強化に加え、医療場面を想定した対話練習や異文化間のコミュニケーション方法、本学独自の「関連職種連携教育（IPE）」や医療倫理などの概念も英語で学び、専門性と言語運用能力の統合を目指す。

理論的背景としては、第二言語習得研究における意味重視の立場と習得理論を踏まえ、医療現場で多用されるインプットと学習者間のインタラクションを重視した授業設計を行っている。文法中心の「学習」から使用に基づく「習得」への転換を図り、専門職に求められる英語運用能力の育成を目指す。本発表では、その教育的意義と課題を考察する。

Speaker: Akiko Kato (加藤明子) (Fukuoka International University of Health and Welfare 福岡国際医療福祉大学)

19 Developing an EMP Curriculum through OBE and CLIL: Lessons from a Longitudinal EMP Program

Background: As medical education becomes increasingly internationalized, Japanese medical schools face a growing need to equip students with competencies to function in English in both clinical and academic settings. However, English for Medical Purposes (EMP) education in Japan has often been implemented as isolated courses rather than as a coherent curriculum aligned with institutional learning outcomes.
Methods: At the International University of Health and Welfare School of Medicine, a longitudinal Clinical English Program was developed based on the principles of Outcome-Based Education (OBE) and Content and Language Integrated Learning (CLIL). The program aligns with the institution’s diploma policies, which define English communication competence as the ability to participate in international clinical training and academic discussions. Educational goals include preparing students for overseas clinical clerkships by developing competencies in patient encounters, case presentations, and patient note writing in English, as well as the ability to engage in academic discussions. General English proficiency at or above CEFR B2 is also emphasized. Student achievement is assessed through the Post-Clinical Clerkship OSCE, which evaluates patient encounters, case presentations, and patient note writing, as well as through eight administrations of the TOEFL ITP during the undergraduate program.
Results: Evaluation data from the Post-Clinical Clerkship OSCE and longitudinal TOEFL ITP scores will be presented to illustrate students’ development in clinical communication skills and general English proficiency.
Conclusions: This presentation describes the design, learning outcomes, and assessment framework of this longitudinal EMP curriculum and discusses how such institution-based initiatives may contribute to future efforts toward developing a model core curriculum for EMP education in Japan.

Speaker: Takayuki Oshimi (International University of Health and Welfare)

20 Personalizing EMP for Acupuncturists: Bridging the Gap in Communicating Eastern Medical Concepts to Cross-Cultural Patients

Background: Most English for Medical Purposes (EMP) courses focus on Western medicine. Acupuncturists have specific learning requirements. They must explain Eastern ideas—like Qi, meridians, and De Qi—to foreign patients from varied cultures to ensure safety and build trust.
Objective: Objective: This study uses a mixed-methods approach to find the specific EMP needs of Japanese acupuncturists and assess the results of a four-month clinical English program. This program is based on role-playing and customized for Eastern medicine.
Methods: Before and after a four-month medical English program, surveys were done with acupuncturists (n = 12). All participants gave their permission to participate. The data collected before the program helped inform the curriculum. The data collected after the program assessed if the program was helpful. Thematic coding was used to analyze open-ended responses. The curriculum concentrated on describing Eastern concepts—like pulse diagnosis and treatment methods—in easily understandable language.
Results: Before the course, acupuncturists needed English to take patient histories. They also needed to reassure patients about unfamiliar things, like healing crises and how the treatment works. After the course, they felt much less nervous about using English. They said they could better guide patients through treatments and explain Eastern ideas clearly without interpreters, which helped them build stronger relationships with patients.
Conclusion: The results show that EMP programs for Eastern medicine practitioners should include content specific to their profession and cultural setting. Doing so improves practitioners' clinical communication skills and confidence.

Speaker: Issei Miyaguchi (Therapist English Co., Ltd. / Graduate School of Medicine, Kansai Medical University)

21 PACE Program: A Tailored Clinical English Training for Medical Students Preparing for Overseas Clinical Placements

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.

Speaker: Tomohiro Arai (Department of International Education, Fujita Health University School of Medicine)

General Topics 3B: Teaching and learning 3

22 From Affixation to an EMP Core Curriculum: Designing Vocabulary Instruction

Medical English is morphologically systematic. A relatively small set of high-frequency prefixes and suffixes recurs across medical terminology in multiple specialties. Recognizing these patterns enables vocabulary to be organized conceptually rather than memorized as isolated items. This presentation explores how affix-based instruction can serve as a principled foundation for designing vocabulary instruction in English for Medical Purposes (EMP).
Drawing on classroom-based work conducted in a general EFL context, the session proposes a structured core affix framework organized around three criteria: frequency, cross-specialty relevance, and pedagogical teachability. The framework prioritizes affixes that generate large lexical families (e.g., cardio-, neuro-, -itis, -ology), thereby maximizing lexical coverage while reducing cognitive load. Although the initial implementation did not occur in a medical setting, the underlying morphological principles are directly transferable to first-year healthcare students who face substantial lexical demands and are often overwhelmed by the need for rapid vocabulary expansion.
By identifying affixes that recur across disciplines such as medicine, nursing, and pharmacy, affix-based vocabulary design offers a pathway toward greater standardization within an EMP model core curriculum. At the same time, specialty-specific terminology can be developed flexibly upon this shared morphological base, supporting personalization according to disciplinary needs. The presentation will introduce sample tasks including morphological mapping, affix clustering, and guided lexical decoding activities. These examples demonstrate how affix-focused instruction can promote systematic vocabulary development, enhance learners’ ability to infer meaning from unfamiliar terms, and strengthen long-term lexical retention in early-stage EMP courses

Speaker: Haruko Shimazaki (Tsuru University)

23 Effects of Phonological Gaps between English Terms and Katakana Equivalents: A Comparison of Visual and Auditory Modalities among Japanese Pharmacy Students

In Japan, many scientific terms are katakana loanwords from English. However, significant phonological gaps often exist between the original English pronunciation and the katakana counterpart, potentially hindering auditory recognition. To investigate how to overcome this issue, we examined the extent of the visual and auditory gaps with two groups of pharmacy students.
Two intact classes of third-year pharmacy students participated in this study (n = 100). One class was assigned to the reading (visual) condition (n = 50), and the other to the listening (auditory) condition (n = 50). Participants were tested on 30 scientific terms categorized into three groups based on the degree of the phonological gap from their katakana counterparts: Group A (small gap), Group B (medium gap), and Group C (large gap). Two-way ANOVA and Tukey’s post-hoc tests were conducted to analyze the interaction between presentation modality (between-subjects factor) and the gap size (within-subjects factor).
A two-way analysis of variance (ANOVA) revealed a highly significant interaction between the presentation modality and the phonological gap, F(1.86, 182.53) = 43.52, p < .001. In the reading condition, no significant difference in accuracy was observed regardless of the gap size, with a consistently high recognition rate. Conversely, in the listening condition, the accuracy rate decreased as the gap increased; specifically, significant differences were confirmed between Group A and Groups B/C. Furthermore, auditory recognition was substantially lower than visual recognition across all groups.
The results indicate that while Japanese pharmacy students have acquired English technical terms as "textual information," the phonological gap with katakana English significantly hinders their auditory recognition. This suggests that prior knowledge based on Japanese-style katakana pronunciation can interfere with recognition of the original English pronunciation. Consequently, future pharmaceutical English education should incorporate audio-focused training to address these phonological discrepancies.

Speaker: Tomoko Smith (Osaka Medical and Pharmaceutical University)

24 What a Failed Vocabulary Test Revealed: Incidental Vocabulary Learning, Teacher Identity, and Research Planning

This presentation explores what a failed vocabulary test can reveal about research planning in classroom-based studies of incidental vocabulary learning. The original project aimed to measure learners’ gains in vocabulary knowledge after exposure to target items in on-demand instruction. However, weaknesses in test design, limited construct alignment, and inaccurate assumptions about students’ prior knowledge compromised the study’s data. In particular, the notion of “our students’ level” operated as an unexamined assumption that shaped item selection and test construction more strongly than empirical validation.
The presentation argues that this failure was not merely technical but also interpretive. Teacher identity and insider positioning influenced how student ability was imagined, how the test was designed, and how research decisions were justified. By reflecting on these processes, the talk shows how familiarity with a teaching context can both support and distort research planning.
Using this case, the presentation highlights the value of piloting instruments, validating assumptions about participant knowledge, and critically examining the role of researcher identity in study design. It concludes that unsuccessful projects can still offer useful methodological lessons, particularly when they reveal hidden assumptions that influence educational research from the beginning.
ORCID: 0000-0002-4985-3237

Speaker: Dominic Edsall (Kyoto Prefectural University of Medicine)

25 科学テキストにおける日本語可能表現と英語モダリティの対応ー客観性の見地からー

コロナの世界的流行の最中、一般人向けの様々な感染対策情報がネット上に流れたが、そのほとんどが英語で書かれたものだった。医療従事者が英語の情報を即時に理解し、患者に的確な日本語で伝えることができなければ多くの人命にかかわる事態になりかねない。本稿ではmodalityに注目し、医療系の英語教育の問題点について考える。

アメリカの州政府機関が発行した一般人向けのコロナ感染対策の広報記事の中から短い3文を抜粋し、薬学部の学生に日本語訳をさせた。特にmodalityの観点から、学生が正しく理解しているか、全てのオーディエンスに誤解なく伝わるかを検証した。テキストのジャンルとオーディエンスのレジスターを考慮し、日本語のコーパスとして中学の理科の教科書を使用した。

STは平易な英語で書かれた簡単な文章であるにもかかわらず、 “can”を「ことができる」としたことで誤訳する学生が多数を占めた。一方modal verbではない”help”も日本語にすると「ことができる」と訳せる場合がある。理科の教科書の文章の客観性を軸に “can”と日本語の可能表現の対応について考察する。

言語体系が異なるため英語のmodalityの概念をそのまま伝えるのは難しい。しかしコロナのような緊急時にmodal verbを発話に正しく反映させることができなければ患者の命に係わる。今後は医療系の学生が文法知識を超えた正しい理解を身に着けるための英語教育の在り方をさらに考えていきたい

Speaker: 史子 戸部 (Kindai University 近畿大学)

Student Symposium

26 Rethinking Medical English Education in Japan: Bridging Educational Gaps through Student-Expert Collaboration

Background
Medical English education in Japan varies considerably across institutions, reflecting differences in curricular priorities and available faculty expertise. While many universities provide introductory instruction, opportunities for more advanced or internationally oriented training may be limited in some settings. As a result, some highly motivated students seek additional learning opportunities outside their formal curricula.
Objective
This symposium aims to present the activities of Team WADA, a non-profit initiative that connects students with medical experts through online educational programs, and to explore how such collaborations may complement existing educational structures. By sharing student perspectives and survey findings, we hope to stimulate discussion among medical English educators regarding current challenges and potential strategies for improving medical English education in Japan.
Team WADA Activities
Team WADA offers a platform for students interested in international medical careers to engage with experts from diverse professional backgrounds. Programs have included educational sessions on Medical English, clinical communication skills, and bedside clinical reasoning skills. In addition, student members organize USMLE study groups and present monthly reports on study-abroad experiences, promoting peer learning and networking across institutions.
Survey Findings
An internal qualitative survey was conducted among Team WADA student members (total membership: 186 students from 65 institutions in Japan and overseas). Responses (n = 55) suggested that students value opportunities for longitudinal learning beyond the preclinical years, practical communication training such as medical interviewing, and access to information related to USMLE preparation and international study. A subset of respondents (n = 19) reported that participation in Team WADA activities helped increase motivation and clarify career goals. At the same time, limitations of online activities were noted, including fewer opportunities for in-person interaction and the need for strong learner initiative.
Symposium Discussion
Following the presentation of these findings, the session will invite medical English educators to reflect on current challenges in medical English education in Japan. Through open discussion, we aim to explore practical approaches for addressing these challenges, including possible collaborations between universities, educators, and student-led initiatives.

Speakers: Alex Seiji Anderson (Team WADA, Asahikawa Medical University School of Medicine), Yuki Kobayashi (Team WADA, Tohoku University School of Medicine), Akihiro Ono (Team WADA, Mie University School of Medicine)

Symposium

This symposium features two invited presentations addressing key aspects of the conference theme "Toward an EMP Model Core Curriculum —Balancing Standardization and Personalization—", followed by a moderated panel discussion with invited experts and audience participation.

Convener: Raoul Breugelmans (Kansai Medical University)

27 Symposium lecture 1

Speaker: John Skelton (President, European Association of Language Teachers for Healthcare (EALTHY))

28 Symposium lecture 2

Speaker: Hiroshi Nishigori (President, Japan Society for Medical Education (JSME))

29 Survey report

Speaker: Raoul Breugelmans (Kansai Medical University)

30 Panel discussion

Speakers: Hiroshi Nishigori (President, Japan Society for Medical Education (JSME)), John Skelton (President, European Association of Language Teachers for Healthcare (EALTHY))

Kenichi Uemura Award Ceremony

Networking Reception

Sun, July 12

Councilors' Meeting & Member Debriefing

Presidential Lecture

31 TBA

Speaker: Raoul Breugelmans (Kansai Medical University)

General Topics 4A: Materials and resources development

32 What Makes a Medical English Reading Textbook Readable for Medical Students? ―A Mixed-Methods Analysis of Student Perceptions and Textual Features―

This study examines what makes a medical English reading textbook readable for medical students. Questionnaire data were collected from two cohorts of first-year medical students at a Japanese medical school over two consecutive years. In the first year, students evaluated a medical English reading textbook, while in the second year they evaluated medical English reading handout materials developed by the author.

The present study focuses on these two reading materials and analyzes students’ Likert-scale ratings and open-ended comments in relation to objective textual features, including the Flesch–Kincaid Grade Level and the density of medical terminology. Rather than directly comparing the two groups, the study explores how students describe the strengths and weaknesses of medical English reading materials and investigates which textual features appear to shape perceived readability.

The findings are expected to provide practical implications for the development of medical English teaching materials that are both linguistically accessible and academically appropriate for medical students. This study does not aim to determine which material is superior; rather, it seeks to better understand how medical students perceive readability in medical English reading materials and how such perceptions relate to objective textual features.

Speaker: Chie Saito (General Medical Education and Research Center, Teikyo University)

33 Simplifying Clinical English for Japanese PT and OT Students: Developing a Learner-Friendly Set of Rehabilitation Expressions

Many students entering rehabilitation training programs in Japan report low confidence in learning English. Common challenges include limited knowledge of phonics, incomplete mastery of basic grammar, and restricted study time. Although medical English textbooks typically prioritize authenticity and native-like naturalness, they rarely consider how easy or difficult expressions may be for beginners to learn, retain, and reproduce in real clinical interactions. In contexts where exposure to English is limited, learnability and ease of recall may be as important as linguistic authenticity.
This study describes the development of a simplified set of clinical English expressions for first-year physical therapy (PT) and occupational therapy (OT) students at approximately the CEFR A1–A2 level. The set focuses on expressions frequently used in patient interviews and movement instructions, and aims to make each expression as concise, learnable, and easy to pronounce as possible while preserving clinical meaning.
The study examines whether simplified expressions improve short-term retention and perceived usability compared with expressions presented in conventional textbooks.
The study design was based on principles from second language acquisition research, particularly Cognitive Load Theory and Retrieval Practice, with an emphasis on reducing processing demands and strengthening retention. Expressions were therefore selected and refined to minimize syntactic complexity, reduce phonological difficulty for Japanese L1 speakers, and facilitate active recall during classroom activities.
Version 1.0 of the shared PT/OT set consists of 60 core expressions frequently used in patient interviews and movement instructions, with an additional 20 PT-specific and 20 OT-specific expressions currently under development. The 2026 cohort will include approximately 50 PT students and 35 OT students.
Expression development followed a six-step process:
(1) extraction of frequently used clinical phrases from instructional videos produced by the Aichi Physical Therapy Association;
(2) identification of essential expressions from commercially available rehabilitation English textbooks;
(3) lexical and syntactic simplification through iterative human–AI collaboration between a medical English educator and ChatGPT;
(4) review by practicing PT and OT educators to ensure clinical relevance;
(5) confirmation of pragmatic appropriateness and politeness by native English speakers; and
(6) reduction of the expressions to a quantity realistically learnable within one academic year.
From April to July 2026, textbook expressions and simplified expressions will be taught in parallel. Post-class surveys will measure perceived ease of learning and usability, while short retention quizzes will compare recall rates between the two expression types.
By challenging the assumption that native-like naturalness is always pedagogically optimal, this project explores how highly simplified clinical expressions can support durable learning and functional English communication among rehabilitation students with limited prior exposure to English.

Speaker: Takahiko Yamamori (Aichi Medical College of Rehabilitation)

34 Teaching medical English in the AI age: Creating original materials has never been easier

Many medical English teachers prefer using commercial textbooks to making their own materials. Asked why, they will rarely claim to have found the perfect textbook. Rather, they will say things like “Making original materials takes too long,” “I don’t have enough medical knowledge,” “A textbook is neater than piles of handouts,” or “Making listening materials is too difficult.”
These arguments used to hold water, but in the AI age they are full of holes, leaking rapidly, and on course to sink. In fact, it has never been easier or cheaper to create high-quality materials tailored to your learners’ exact needs, and to your institution’s curriculum. Access to AI chatbot assistants has already slashed the time needed to create templates, write and edit texts, and design classroom tasks; professional-looking documents can easily be created and shared in the paperless format that most students now prefer; and online tools allow even the most technologically-challenged teacher to create high-quality listening materials without actually calling on any human speakers.
In this presentation, two such “technologically-challenged” teachers will describe how they experimented with unfamiliar technology to create a 14-week course on history taking in English for first-year students. The goal is not to promote specific tools or to list all the options available, and the speakers will not deny that AI-generated material needs to be viewed skeptically and checked carefully. Rather, the goal is simply to raise awareness of how easy it now is to create original classroom materials to teach medical English, and to encourage more teachers to explore that option.

Speakers: James Hobbs (Keio University School of Medicine), Yuko Hori (Keio University School of Medicine)

35 Documenting Medical English in Neurosurgery at a Japanese Hospital

At Hiroshima University, medical English research and education has focused primarily on undergraduates in their second and third years of study, with a particular emphasis on body systems and related hospital specialisms in preparation for clinical training. Building on this foundation, we outline the early stages of a new project that extends our research into particular clinical specialisms and the hospital settings where professional training and development take place throughout medical careers.

In its initial phase, the project focuses on neurosurgery. The research examines a selection of important clinical processes and procedures. These are analysed to identify patterns of discourse, language acts (such as advising, informing, and offering), and key lexis used in professional communication within neurosurgical clinical practice. To support this analysis, the field of neurosurgery is first organised into major areas such as cerebrovascular disease, brain tumours, anomalies (e.g., hydrocephalus), and functional disease (e.g., trigeminal neuralgia). Discourse analysis is conducted on neurosurgery reference materials used in patient treatment, while corpus analysis is applied to case reports drawn from these areas.

Based on the analysis, non-technical vocabulary and phrases used in communication between medical professionals and patients are identified. Drawing on the research team’s experience in developing pedagogic word lists embedded in illustrative contexts, the project also explores how learning materials can be developed to support both medical students and hospital staff working in these specialist fields.

Speaker: Walter Davies (Hiroshima University)

General Topics 4B: Teaching and learning 4

36 久留米大学医学部医学科２年生に対する体系的な実践臨床英語教育プログラムの開発と実践

近年の医療国際化および医師国家試験における英語問題の増加・難化により、医学生には従来以上に高度な医学英語運用能力が求められている。特に2020年以降、国家試験の英語問題は増加し、単なる和訳能力では対応できず、英語で医学的内容を理解する力が必要となっている。こうした背景を踏まえ、久留米大学医学部では２年次を対象に医師による体系的医学英語教育Practical Clinical English (PCE M2)を構築・実践している。このプログラムはPCE M3, PCE M4へと連続する３年間の教育における初年度にあたる。
本プログラムは、臨床実践、学術活動および国際交流に必要な基礎的医学英語力の修得を目的とする。循環器、呼吸器、消化器、神経、免疫、泌尿生殖器など主要臓器別分野に加え、臨床解剖、微生物学、遺伝学、医療統計学などを体系的に扱い、医学用語の構造理解、必須略語、発音、読解を通して医学英語能力全般の育成を目指す。さらに、約6000語から成る必須医学英単語集を教員協働で作成し、長期記憶への定着と早期からの国家試験対策を図っている。オンデマンド講義、事前学習、小テストおよび総括試験を組み合わせて、総合的に学習成果を評価している。
本発表では、PCE M２の教育設計、実践方法、および教育意義について報告し、医学英語教育の体系化と国際的に活躍できる医師育成への貢献について考察する。

Speaker: Emiko Mizoguchi (溝口恵美子) (Department of Immunology, Kurume University School of Medicine 久留米大学医学部免疫学講座)

37 Integrating Medical English into Clinical Education: Strategies for Improving Japanese Medical Students’ English Proficiency

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.

Speaker: Maiko Sakamoto (Saga University)

38 Participant Satisfaction in Lecture and Hands-on Sessions of an English-Mediated Medical Education Program with Visiting International Faculty

Background: Medical English education may benefit from clinically relevant learning environments that promote active communication. We conducted a program with visiting English-speaking physicians that included lecture and hands-on sessions. This study aimed to compare participant satisfaction between the lecture and hands-on sessions.
Methods: Across four days, four invited instructors each delivered a one-day seminar for different participants. The seminar series included a total of eight lecture sessions and three hands-on sessions. Satisfaction for each session was assessed using a 5-point Likert scale. Lecture and hands-on ratings were compared using the Mann–Whitney U test as an exploratory analysis.
Results: A total of 20 participants attended. We collected 33 lecture evaluations and 16 hands-on evaluations. Satisfaction was highly favorable in both formats. Median [IQR] scores were 5 [5–5] for lectures and 5 [5–5] for hands-on sessions. Top ratings (score 5) were recorded in 97.0% (32/33) of lecture evaluations and 93.8% (15/16) of hands-on evaluations. No statistically significant difference was observed between lecture and hands-on sessions (p = 0.619).
Conclusion: Both lecture and hands-on sessions received high satisfaction ratings, with no clear difference between formats in this small exploratory analysis. This program format may provide a practical framework for integrating English-use opportunities into medical education with visiting international faculty.

Speaker: Shunichiro Nakao (The University of Osaka)

39 Implementation of Case Presentations in English during Clinical Clerkships: Integrating Medical English Education and Clinical Reasoning Training

Background:
The importance of presentation skills in the English language for medical research and international conferences has increased in recent years. However, opportunities for medical students in Japan to practice case presentations in English during clinical clerkships remain limited. Educational approaches that combine clinical case presentations with medical communication in English may enhance both medical English proficiency and clinical reasoning skills.

Objective:
To introduce case presentations in the English language into clinical clerkships and to evaluate their potential educational value in medical English education and clinical presentation training.

Methods:
During a neurosurgery clinical clerkship, students were assigned clinical cases and asked to prepare presentations that included both case summaries and a review of relevant literature in the English language. Each clerkship group consisted of 7–8 students rotating over a 2-week period. Groups were divided into two subgroups, and presentations were conducted on Fridays of the first and second weeks. Each presentation lasted approximately 8 min, followed by a 7-minute period for discussion and slide review. Initially, students prepared slides in English but delivered presentations in Japanese; 2 years ago, the format was changed so that presentations were also delivered in English. Instruction focused primarily on presentation structure, slide organization, medical English expressions, and discussion skills.

Results and Conclusion:
Delivering case presentations in English provided students with opportunities to become familiar with medical English expressions and to present in English. Moreover, combining case presentations with a literature review promoted both clinical understanding and medical English education. This approach provides an effective way to integrate medical English education into clinical training.

Speaker: Kazuhiko Kurozumi (Department of Neurosurgery, Hamamatsu University School of Medicine)

Posters

40 Designing Clinical Training Platform with AI Simulated Patients based on Grounded Theory and Interactional Competence Frameworks

AI simulated patients (AISPs) powered by large language models (LLMs) offer a scalable alternative to conventional simulated‑patient training. However, building a clinical training platform with customizable AISPs that supports interactional competence (not only medical content recall) remains challenging. I present a clinical training platform designed around a dual‑layer framework for grounded theory‑informed clinical communication training. The first layer represents clinical content structure (e.g., chief complaint, HPI attributes, relevant ROS, contextual details), so that patient information is delivered by the AISP in response to appropriate questioning. The second layer represents interactional structure (openings, agenda setting, empathy sequences, clarification/repair, transitions, closing), linking conversational moves to the AISP persona (e.g., anxious, skeptical, and reserved) and scaffolded difficulty parameters. This interactional layer aligns with established clinical interview frameworks (e.g., Calgary‑Cambridge), while my grounded theory findings informed the design requirements and AISP behaviors. Within the platform, the two layers are combined so that learner questions trigger both content retrieval and appropriate interactional responses, enabling practice of patient‑centered interviewing strategies such as reflective listening, summarizing, and managing resistance while maintaining clinical relevance. I will describe the workflow, scenario authoring approach, and instructor/learner controls for adjusting difficulty to match desired educational outcomes. Applying this framework to an AI‑powered training platform aims to make AISPs more reliable for clinical interview education by explicitly modeling interaction, not only content recall.

Speaker: Jeanette Dennisson (St. Marianna School of Medicine)

41 Development of self-study material to improve communication skills with foreign patients during maternal nursing clinical rotation

Nursing education curricula in Japan typically include only one compulsory general English course, with additional English-related subjects offered as electives. In response to globalization, some universities have begun introducing specialized nursing and medical English courses. The Model Core Curriculum for Nursing Education in Japan (MEXT) states that basic communication skills for working with foreign patients are necessary; however, it does not explicitly mandate the inclusion of English courses in the curriculum. General English courses are valuable, but they do not equip nursing students with the terminology used in clinical settings or the essential vocabulary and expressions needed to provide patient orientation when interacting with English speaking patients.
The purpose of this presentation is to describe the development of educational materials designed to support nursing students in providing care to English speaking patients encountered during their maternal nursing clinical practicum.
A Moodle platform is used to deliver Nursing English materials, which include short dialogues, videos, quizzes, and links to English-language resources developed by the Ministry of Health, Labour and Welfare and various NPOs. These materials were created in collaboration with faculty members responsible for the maternal nursing clinical practicum, and the content is selected based on the activities students perform during their clinical training. All students can freely access the course and complete the assigned tasks. The materials are intended to foster students’ interest in English for specific purposes and to enhance their ability to communicate with non Japanese speaking patients.

Speaker: Lourdes Rosario Herrera Cadillo (Asahi University School of Health Sciences Nursing Department)

42 Introducing English for Healthcare at a Pre-Specialist Stage on a Medical Campus

At Hiroshima University, first-year students usually study general English before beginning discipline-specific courses. This poster reports on a project that introduces a healthcare English component into a first-year course on the university’s medical campus. As these students have not yet developed the specialist knowledge of their future professions, the project explores how healthcare English can be introduced in ways that remain accessible and meaningful prior to formal disciplinary study. Two key challenges shape the design: the first is engaging learners preparing for a range of professions, including medicine, nursing, dentistry, pharmacy and physical therapy; the second is avoiding reliance on technical background knowledge. To address these challenges, the course foregrounds specialist–patient dialogues rather than technical texts, positioning patient-facing communication as the entry point into healthcare English at this stage of learners’ development.

Key vocabulary is identified from these dialogues and supporting materials and organised into a pedagogic word list of approximately 600 items, ensuring vocabulary is embedded in relevant discourse while supporting recycling and cumulative exposure across the materials. The poster outlines the principles guiding word selection and case design, presents initial reflections from pilot implementation, and considers implications of this approach for early-stage healthcare English instruction in similar pre-specialist contexts.

Speakers: Marshall Higa (Hiroshima University), Simon Fraser (Hiroshima University), Walter Davies (Hiroshima University)

43 Two katakana keywords for successful cooperation and collaboration in healthcare teams

The Model Core Curriculum for Medical/Nursing Education in Japan lists Communication (CM) and Interprofessional Collaboration (IP) as basic qualities and abilities. CM and IP are closely tied to each other for health professionals. They need to establish good relationships not only with patients and their families but also with medical, health, welfare and nursing care professionals.
Wakayama Medical University offers a class called “Understanding of Human Beings and Nursing,” which is one of the required fundamental nursing classes for first-year nursing students. This class uses a textbook titled Basic Nursing Skills and Techniques I. According to this textbook, in order to bring about patient-centered approach to nursing treatment, it is important to communicate among interprofessional teams; asaashon (アサーション, “assertion”) and enpawamento (エンパワメント, “empowerment”) are keys to enhanced communication skills for team-based care. As the presenter pointed out in a presentation given at the 28th JASMEE Conference, when using enpawamento in connection with sutorengusu (ストレングス, “strength”) in the sense of mental health nursing, it denotes that care providers respect patients’ powers and help patients develop their skills and abilities. However, it seems to possess a slightly different meaning in terms of team-based care communication.
This poster presentation clarifies the meanings of enpawamento as well as asaashon and considers how to provide better healthcare by cooperating and collaborating in health professional teams.

Speaker: Motoko Sando (Wakayama Medical University)

Fringe Luncheon

Workshop

Keynote Lecture

44 TBA

Speaker: John Skelton (President, European Association of Language Teachers for Healthcare (EALTHY))

Closing Remarks

45 Closing Remarks by the President of the 29th JASMEE Conference

Speaker: Raoul Breugelmans (Kansai Medical University)

46 Address by the Incoming President of the 30th JASMEE Conference

Speaker: Kazuhiko Kurozumi (Hamamatsu University School of Medicine)

Incoming Board Meeting