Decision Makers' Perspectives on the Language of Instruction in Medicine in Saudi Arabia: A Qualitative Study

Alshareef, Musab; Mobaireek, Osama; Mohamud, Mohamud; Alrajhi, Ziyad; Alhamdan, Ali Saleh; Hamad, Bashir

doi:10.1016/j.hpe.2018.03.006

Cited by 17 publications

(19 citation statements)

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“…In matter of preference, our results are in line with a previous study conducted in three universities in Sudan, revealing that most of the students and their instructors supported Arabic as a medium of instruction in medical colleges [32], and with another study conducted in a number of Saudi universities and showed that 23 (85%) science instructors who participated preferred to teach science subjects in Arabic [29]. For Saudi’s decision makers, English was the preferred as a language for teaching medicine but there was overall support for a future curriculum to be taught in Arabic once obstacles (such as translation costs) are overcome [9].…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, no funds or other resources were needed for the production and postage of a hardcopy survey, guaranteeing the independent and unbiased nature of this study. As a matter of discussion, the economic burden that lays on educational institutions to change some of their means of education and to adapt the system to a new linguistic approach is an important point [5, 6, 9], but seems potentially similar to the discussion of the implementation of mother language literacy programs, which was argued to be more cost-effective [37].…”

Section: Discussionmentioning

confidence: 99%

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Language of written medical educational materials for non-English speaking populations: an evaluation of a simplified bi-lingual approach

et al. 2019

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BackgroundDebates have arisen in various non-English speaking countries over the chosen language of instruction in medical education, whether it has to be the English language or the mother tongue. English-based education supporters argue that English is the leading international language of medicine and research, and a crucial tool for Continuing Medical Education (CME), as well as for students who seek practice abroad. On the other hand, mother-tongue-based medical education supporters present it as a way to endorse communication and comprehension between medical practitioners and health care system users, to bridge the gap between practitioners and the paramedical staff, and to overcome linguistic dualism and the language thinking disparity while studying in another. This study aimed to evaluate one of the simplified bi-lingual approaches in terms of medical-educational-written texts for a non-English speaking population: Arabic speaking medical students in specific.Methods1546 Arabic-speaking-medical students from different countries participated in a one-step-interactive-experimental-online test. The test assessed participants’ scientific comprehension of three distinct written paragraphs: The first paragraph used conventional mother tongue (Arabic), the second combined English terminology and simplified mother tongue (hybrid), and the third used an English excerpt (English). Two multiple-choice questions (First question in Arabic, second in English) followed each paragraph. Response time was communicated for each paragraph. Participants were asked to select their favorable method.Repeated Measures ANOVA models and Paired Samples t-Test were used for statistical analysis.ResultsParticipants scored a mean of [0.10] for the Arabic paragraph, [0.72] for the hybrid paragraph, and [0.24] for the English paragraph (P < 0.001). Results showed a significantly higher mean of points and correct answers within the fastest time for the hybrid paragraph [0.68] compared to the Arabic [0.08] and English [0.18] paragraphs (P < 0.001). Moreover, 50% of participants preferred the hybrid paragraph over the other two paragraphs.ConclusionsTaking into consideration the large number of participants and the statistically significant results, authors propose that simplified Arabic combined with English terminology may present a viable alternative method for medical-educational-written texts in Arabic-speaking population.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Language of written medical educational materials for non-English speaking populations: an evaluation of a simplified bi-lingual approach

et al. 2019

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“…In other Arabic countries, the colonizers' languages replaced Arabic as the language of teaching. For example, French was used in Algeria, Tunisia, and Morocco [26], while English was used in Egypt, Iraq, and Golf countries [15,17].…”

Section: Proficiency In the English Language Can Pose Serious Problemmentioning

confidence: 99%

“…In a questionnaire study designed in Saudi Arabia, the advantage of using Arabic language in teaching Arab speaking students was summarized, the use of Arabic avoids communication barrier and thoughts ideas clearly in a non-mastered foreign language [15]. Teaching science subjects in English could increase the difficulty of the topics for the students and thus creates educational barriers.…”

Section: Proficiency In the English Language Can Pose Serious Problemmentioning

confidence: 99%

“…Many researches were designed to assess the feasibility of teaching medical science in Arabic. Their methodologies were based on responding to a written survey [14], interviewing with decision-makers [15], a questionnaire survey of medical students [16] or medical students and staff members [17]. To our best of knowledge, the experimental studies treating with this critical subject are rare.…”

Section: Introductionmentioning

confidence: 99%

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Teaching of medical science using mother language with bi-lingual approach, an experimental cross over trial

Alsaid

Alhimyar

Naem

et al. 2020

Preprint

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Background: Using the mother-tongue language in educational programs increases the students’ comprehension and facilitates the communication with their teachers and instructors. It also prevents linguistic dualism. However, teaching medical sciences in a language other than English remains controversial. The bi-lingual method is using important English terms in context beside the Arabic main text. This study examines the efficiency of using the bi-lingual approach as an alternative educational method that provides the advantages of using the native language and avoids the linguistic barriers when dealing with a foreign environment.Methods: Third-year medical students of the faculty of Medicine of Damascus University were included in a three-week comparative study. They were divided into three groups. Each group attended a 20 minutes' neuroanatomy lecture in three topics using three linguistic methods: Arabic, English or bi-nomenclature. Each lecture with one topic and one linguistic method. Two tests were performed in each lecture (pre- and post-lecture test) with six points as the total score of each test. The participating students had the same pre- and post-lecture test regardless of the used linguistic method. The same professor presented all lectures.Results: A total number of (277) students participated in the study. After excluding all participants who failed to attend the three lectures, the final participants were (147) students The bi-nomenclature method had the highest mean of points: [3.70/6], while the Arabic only method had a mean of [3.19/6] and the English-only method’s mean was [2.76/6]. These results were statistically significant (p-value less than 0.001). It was significant that Arabic questions were answered correctly regardless of the used linguistic method (p-value <0.001).Conclusion: The bi-lingual pedagogic method which combines mother language in the main text and providing of medical terms in both mother langue and English could present suitable medical education strategy in non-English speaking countries.

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Changes in the attitudes of professors and students of medicine towards arabicizing medical terms in the faculties of medicine: A study from Jordan

Al-Zubi¹,

El-Sharif²,

Alzoubi³

2022

Heliyon

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Decision Makers' Perspectives on the Language of Instruction in Medicine in Saudi Arabia: A Qualitative Study

Cited by 17 publications

References 11 publications

Language of written medical educational materials for non-English speaking populations: an evaluation of a simplified bi-lingual approach

Language of written medical educational materials for non-English speaking populations: an evaluation of a simplified bi-lingual approach

Teaching of medical science using mother language with bi-lingual approach, an experimental cross over trial

Changes in the attitudes of professors and students of medicine towards arabicizing medical terms in the faculties of medicine: A study from Jordan

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