CHALLENGES AND STRATEGIES IN DEVELOPING MEDICAL ENGLISH PROFICIENCY AMONG MEDICAL UNIVERSITY STUDENTS

Abstract

The development of Medical English proficiency has become an important 
pedagogical issue in medical higher education, especially in non-English-speaking 
contexts where students are expected to read scientific literature, understand international 
terminology, participate in academic communication, and communicate professionally 
in health-related situations. This article analyzes the main problems that medical 
university students face while learning English and proposes effective strategies for 
improving their Medical English proficiency. The study is based on a narrative review 
of research on English for Specific Purposes, English for Medical Purposes, English-
medium medical education, digital learning, and AI-supported language instruction. The 
analysis shows that the most common challenges include complex medical terminology, 
low or uneven general English proficiency, insufficient speaking and writing practice, 
limited contextualization of tasks, weak connection between English lessons and medical 
subjects, and assessment practices that do not always reflect professional communication 
needs. The article argues that Medical English instruction should be needs-based, 
context-sensitive, interdisciplinary, communicative, and supported by carefully selected 
digital tools. It recommends integrating authentic medical texts, clinical role-plays, 
case-based tasks, terminology training, academic writing practice, blended learning, 
and responsible AI-supported feedback into the curriculum. The findings may be useful 
for English language teachers, curriculum designers, and medical universities seeking 
to modernize foreign language education for future healthcare professionals.