Integrating Problem-Based Learning with English for Medical Purposes: A Strategy to Enhance Communication and Clinical Reasoning Skills

Abstract

This article explores an innovative approach that combines Problem-Based Learning (PBL) with English for Medical Purposes (EMP) in undergraduate medical education. While PBL is widely recognized for enhancing clinical reasoning, communication, and self-directed learning, EMP supports the linguistic needs of non-native English-speaking medical students. By embedding clinical cases in English within PBL tutorials, students can simultaneously develop their language fluency, communication skills, and medical knowledge. This paper presents a rationale for integration, proposes a model framework, and outlines the benefits, potential challenges, and future recommendations for implementing this dual-purpose instructional strategy at a medical institution like University of Medicine and Pharmacy at Ho Chi Minh City (UMP).

To evaluate the feasibility and impact of this integrated approach, a survey was conducted among 268 second-year medical students who had participated in some EMP-PBL sessions. The results revealed overwhelmingly positive responses: students reported enhanced vocabulary retention, improved confidence in English communication, and greater engagement during clinical discussions. Many also noted that the integrated format better prepared them for future international or interdisciplinary collaboration. However, challenges such as cognitive overload and difficulty articulating complex ideas in English were also reported, highlighting the need for instructional scaffolding, bilingual support, and facilitator training. These findings underscore the potential of integrating EMP into PBL to improve both academic and linguistic outcomes and support the development of globally competent healthcare professionals in multilingual learning environments.

Keywords: Problem-Based Learning, English for Medical Purposes, medical education, communication skills, clinical reasoning.

DOI: 10.7176/JLLL/106-02

Publication date: May 30^th 2025