Medical English Education in Japan : Developing a Curriculum to Motivate Students by Providing Visualization Opportunities Using Near-peer Teaching

Abstract

Despite advancements in the pedagogy of medical education in various fields, Japan has no standardized medical English education. The U.S. Medical Licensing Examination (USMLE) Study Group of Tokushima is an extracurricular activity in which medical students and recent graduates meet every 1-2 months. The aim is to stimulate students' curiosity ; cultivate their initiative, self-efficacy, and English learning goals ; and motivate them to be self-regulated learners. Accordingly, we conducted near-peer teaching style lectures that focused on sharing medical English-related experiences, so students could have regular opportunities to visualize the benefits of learning medical English. Following the activities, we observed increased motivation and self-study among students, resulting in a high USMLE passing rate. Furthermore, five members started their training at American hospitals and pursued careers in English-speaking environments. Thus, near-peer teaching style leads to shared medical English-related experiences that help students to visualize English-related opportunities. This education style taught by similar generations aids in setting a specific goal by providing access to role models, cultivating their initiative and self-efficacy, motivating them to learn English, and producing positive outcomes. Modifying the curriculum to actively create opportunities for students to visualize themselves in an international environment can motivate them to continue learning English.

Effectiveness of peer-assisted teaching of medical English skills to non-native English-speaking medical students

“…The demand for medical English education in countries where medical school instruction is carried out purely in native languages has been rising with globalization 10 . Conducting medical education purely in native languages is believed to lessen graduates’ ability to absorb and to contribute to scientific advances, and to hold back opportunities for international collaboration among physicians and researchers 17 .…”

“…Medical English education in our country has traditionally been conducted through didactic lectures, focusing on basic medical terminology as well as on reading and writing skills. This method, however, is ineffective in promoting English communication and may decrease students’ motivation 10 . As a result, recent guidelines concerning medical English curriculum development called for a shift from repetition and mastering grammar toward an emphasis on functional, communication-oriented teaching and the development of listening and speaking skills 19 .…”

Impact of near‐peer teaching on medical English learning motivation among medical students and residents

“…Although this teacher-centered approach provides medical knowledge to students, it can compromise their motivation. 2 The United States Medical Licensing Examination Study Group of Tokushima, launched in 2016, addresses this issue by adopting near-peer teaching as a learner-centered approach. This group aimed to promote student motivation and curiosity; cultivate their initiative, self-efficacy, and English-learning goals in a safe environment; and nurture self-regulated lifelong English learners.…”

“…Although this teacher‐centered approach provides medical knowledge to students, it can compromise their motivation. 2 …”

“…A comprehensive depiction of the group is provided in a separate publication. 2 The group expanded to the point of being able to conduct a monthly activity with different topics since 2022. During each session, one or two volunteers presented medical English‐related topics, including clinical rotation experience abroad.…”