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Author ORCID Identifier(s)

0009-0002-7064-6678

Abstract

Background Teaching medical English to non-native speakers presents challenges that go beyond standard English language instruction. These include specialized medical vocabulary, complex syntax, and the crucial role of culturally appropriate communication in healthcare settings. Such factors can negatively impact learning outcomes and the quality of patient care.

Objective This review aims to identify the key challenges faced by non-native speakers in learning medical English and explore practical, evidence-based solutions to address these obstacles.

Methodology This is a narrative review conducted to review the various literature concerning medical English teaching for non-native speakers. PubMed, Google Scholar, and Web of Science were used for the database searching, and over 100 articles were downloaded for the general screening.

Results The review showed that vocabulary complexity, syntactic intricacies, pronunciation, and cultural communication significantly hinder non-native speakers’ proficiency by 75%, 65%, 70%, and 60% in medical English, compared to 30%, 25%, 40%, and 20% in general English, respectively, for non-native speakers. Key practical solutions identified include the implementation of several approaches, such as immersive learning experiences, peer-assisted learning, targeted phonetic training, and culturally sensitive communication strategies. This has been shown to enhance the learning process and improve patients’ interactions in healthcare settings.

Conclusion Addressing the challenges of teaching medical English to non-native speakers requires unique educational frameworks and tailored instructional methods. Implementing these solutions is crucial for enhancing healthcare communication, ensuring patient safety, and fostering effective patient interaction with healthcare providers.

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