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

Abstract

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.

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

“…We have previously designed a study using one-step-interactive-experimental-online test to assess participants' scientific comprehension of three distinct medical written paragraphs; in Arabic, in English, and in bi-lingual, our previous results propose that simplified Arabic combined with English terminology may present a viable method for medical-educational written texts in Arabic-speaking population [18]. To the best of our knowledge, our current study is the first experimental trial study that evaluates the influence of three different pedagogic methods experimentally during students' courses.…”

“…In our previous study [18], we proposed that simplified mother tongue combined with English terminology may present a viable alternative method for medical-educational-written texts in Arabicspeaking population. We, through the current research, intend to expand our conclusions in order to include visual and verbal communications.…”

A North-South-South Partnership in Higher Education to Develop Health Research Capacity in the Democratic Republic of Congo: the Challenge of Finding a Common Language

“…The use of English as a medium of instruction (EMI) by higher education institutions (HEIs) in countries where English is not the rst or the national language is a widespread phenomenon that continues to increase globally [7][8][9]. EMI has been adopted by universities in both high-and low-income countries, where the home language is not widely spoken outside of the country, or where there is no single common language in the country [10].…”

“…However, there is a counter argument about the challenges of using EMI in countries where English is not the home language, with scholars in teaching and learning arguing that the language of instruction should be the home language to effectively capacitate students with skills and knowledge, and to develop the local language culturally, scienti cally and technologically [9,13]. The main concern is that inadequate English skills of both teachers and students could adversely affect the quality of teaching and learning [14].…”

“…The use of a bilingual system in institutions where English is not the home-language has been supported by some policy makers, scholars and linguists claiming that a bilingual system is an equitable approach that would bene t students and enhance the process of teaching and learning, thus improving academic performance [9,13,17,18]. However, bilingual learning has disadvantages, particularly because it hinders the ability of students to effectively learn English.…”