Global healthcare communication: innovating medical English education

Abstract

This study evaluates a medical English curriculum at a comprehensive Chinese medical university through a mixed-methods approach, focusing on how the curriculum addresses the linguistic and cultural competencies required for effective international healthcare communication. Grounded in a conceptual framework that considers social, cultural, and power dynamics, the research employs curriculum reviews, classroom observations, and structured interviews and surveys to explore both quantitative and qualitative aspects of curriculum effectiveness in developing communicative competencies. Quantitative findings highlight a pronounced focus on cultural competence and linguistic accuracy, confirming the curriculum’s alignment with international communication standards and the students’ recognition of their importance. However, these findings also reveal gaps in the practical application of theoretical knowledge. Qualitatively, the study discovers that integrating students’ diverse cultural backgrounds significantly enhances their engagement and educational outcomes. Implications thus advocate for curricular reforms that enrich discourse and narrative structures within the curriculum, aiming to improve intercultural sensitivity and the delivery of medical narratives. Such reforms are intended to better echo with international standards and enhance cross-cultural communication in global healthcare environments, thus addressing both the observed deficiencies and leveraging the curriculum’s existing strengths.

Keywords

• Medical English curriculum
• global healthcare communication
• pedagogical innovations
• intercultural sensitivity
• linguistic competence
• Curriculum Studies