To reference this article in APA style / Para citar este artículo en APA / Para citar este artigo Ferrer, E. & Pérez, Y. (2017). Exploring the suitability of an english for health sciences program: model and report of a self-evaluation process. Latin American Journal of Content and Language Integrated Learning, 10(1), 17-48. doi:10.5294/laclil.2017.10.1.2 18Exploring the Suitability of an English for Health Sciences Program: Model and Report of a Self-Evaluation Process UNIVERSIDAD DE LA SABANA DEPARTMENT OF FOREIGN LANGUAGES AND CULTURES ABSTRACT. Program evaluation is a process of carefully collecting information in order to make informed decisions to strengthen specific components of a given program. The type of evaluation an institution decides to undertake depends on the purpose as well as on the information the institution wants to find out about its program. Self-evaluation represents a tool that institutions can rely on to follow up on the quality and pertinence of their programs. This tool can provide important information in relation to the relevance of outcomes, content, methodology, materials, and assessment along with the perceptions of the program from stakeholders such as students, teachers, and administrators. The results of a self-evaluation can guide the decision-making process in an institution to strengthen each of the components of a set curriculum. This paper presents the self-evaluation process conducted by an English for Health Sciences program to determine the suitability of the curriculum in place. It first presents models through which a program can self-evaluate. Then, it elaborates on the model chosen and the steps followed in the self-evaluation process of the English for Health Sciences Program as well as the results obtained from the experience and the subsequent adjustments made to the program. The readers may use this experience as a point of reference to implement a similar process in their own contexts. Keywords: Evaluation; program self-evaluation; self-evaluation models; CBI; curriculum.RESUMEN. La evaluación de programas consiste en un proceso en el cual se recoge cuidadosamente información con el fin de tomar decisiones informadas tendientes a fortalecer componentes específicos de un programa dado. La clase de evaluación que una institución decide llevar a cabo depende tanto del propósito como de la información que la institución desee averiguar sobre su programa. La autoevaluación representa una herramienta en la que pueden confiar las instituciones para determinar la calidad y pertinencia de sus programas. Tal herramienta puede suministrar información importante relacionada con la relevancia de los resultados, el contenido, la metodología, los materiales y la evaluación, junto con las percepciones que sobre el programa tengan las partes interesadas, como estudiantes, profesores y personal administrativo. Los resultados de la autoevaluación pueden orientar el proceso de toma de decisiones en una institución, con el fin de fortalecer cada uno de los componentes de un ...

Background. Simulation is used in the classroom as an effective way of connecting students to real-life scenarios and tasks. In foreign language teaching, simulations are used to develop students’ communicative competences through authentic tasks and activities. In content classes, simulations generally work to develop students’ professional competences related to the area of study. In Global Simulation, an entire course is transformed into a simulated world in which students take on real-life roles and responsibilities. This type of simulation makes it possible for students to develop both communicative and professional competencies simultaneously in a meaningful learning environment. Aim. This article focuses on presenting a Global Simulation carried out in an English for Health Sciences course that could be adapted to any English course for the Health Sciences area, especially those with students who will have contact with the community (e.g., Nursing, Medicine, Public Health, among others). Method. Immersed in a simulation of a center for disease control and health promotion, English for Health Sciences students are organized in teams of 5-6 with each student assigned a specific role within the team and center. Each team receives a total of three cases they must address through the design and implementation of an educational health campaign which is carried out within an authentic community. A survey was used at the end of the simulation to evaluate students’ perceptions and experience. Results and Conclusion. Overall, students’ perceptions were positive. Responses to the survey showed students find the simulation relevant and pertinent to their field of study and authentic in terms of the tasks and activities carried out. Likewise, they highlight development of professional competences and advantages to this type of English as a Foreign Language course as compared to a more traditional, teacher-centered approach, emphasizing improvement in their communicative competences, particularly in oral skills.

Research related to English as Foreign Language (EFL) curricula in Colombia is scant and mainly focuses on the analysis of policies and the challenges they pose to institutions. Consequently, there is a need for studies of EFL curricula in place in Colombia to serve as basis for evaluation and adjustment of current educational policies. This descriptive study follows a qualitative exploratory approach and addresses this gap by identifying the characteristics of the EFL curricula from twelve state schools. Data were reviewed and evaluated using document and comparative analysis techniques. Results reveal that all institutions have curricular documents but not all those requested by the educational authorities. Some of these documents show a lack of consistency in terms of the conceptual underpinnings as well as a misalignment with the national requirements or with contextual needs. While awareness of the importance of having strong English programs and the positive outlook shown by institutional stakeholders seem to be conditions for success, limitations related to allocation of resources, classroom conditions, and environments conducive to learning hinder the implementation of the EFL curriculum.