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

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  • Hoshina Yoji
    Department of Neurology, University of Utah, Utah, USA
  • Yada Keigo
    Department of Pediatric Surgery, St. Luke’s International Hospital, Tokyo, Japan
  • Maki Hidenori
    Department of General Surgery, Saiseikai Kanagawa Prefecture Hospital, Kanagawa, Japan
  • Yoshino Toru
    Okinawa Naval Hospital, Okinawa, Japan
  • Takaiso Hodaka
    Misawa Air Base Hospital, Aomori, Japan
  • Akaike Masashi
    Department of Medical Education, Graduate School of Biomedical Sciences, Tokushima University, Tokushima, Japan

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<p>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.</p><p>Modifying the curriculum to actively create opportunities for students to visualize themselves in an international environment can motivate them to continue learning English. J. Med. Invest. 69 : 332-334, August, 2022</p>

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