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Simulation technologies as a modern method of teaching
English to medical students at higher education institution
Munira KADIROVA
Fergana Medical Institute of Public Health
ARTICLE INFO
ABSTRACT
Article history:
Received August 2024
Received in revised form
15 September 2024
Accepted 15 October 2024
Available online
25 November 2024
The integration of simulation technologies into medical
education has revolutionized the process of language teaching
in higher education, particularly in teaching English to medical
students. This study examines how simulation technologies,
including virtual patient scenarios and medical simulators,
enhance English language acquisition, with a focus on medical
terminology and communication skills in clinical settings. Using
a mixed-method approach, this paper evaluates the
effectiveness of these tools, demonstrating an increase in
students' language competence and confidence. The study
highlights the benefits of immersive, contextualized learning,
which promotes active participation and the practical
application of language in healthcare contexts.
2181-
1415/©
2024 in Science LLC.
https://doi.org/10.47689/2181-1415-vol5-
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
integration,
blended approach,
language proficiency,
engagement,
feedback,
confidence,
clinical communication.
Simulyatsiya texnologiyalari oliy o
‘
quv yurtlarida tibbiyot
talabalariga ingliz tilini o
‘
rgatishning zamonaviy usuli
sifatida
ANNOTATSIYA
Kalit so‘zlar
:
integratsiya,
aralash yondashuv,
tilni bilish,
ishtirok etish,
fikr-mulohazalar,
ishonch,
klinik muloqot.
Tibbiyot
ta'limiga
simulyatsiya
texnologiyalarining
integratsiyalashuvi oliy ta'limda til o'qitish jarayonini, xususan,
tibbiyot talabalariga ingliz tilini o'rgatishda inqilob qildi. Ushbu
tadqiqot simulyatsiya texnologiyalari, jumladan virtual bemor
stsenariylari va tibbiy simulyatorlar ingliz tilini o'zlashtirishni
qanday yaxshilashini, klinik sharoitlarda tibbiy terminologiya
va muloqot ko'nikmalariga e'tiborni qaratadi. Aralash usulli
1
Doctor of Pedagogical Sciences, Professor, Fergana Medical Institute of Public Health.
E-mail: munirakadirova84@gmail.com
2
Fergana Medical Institute of Public Health. E-mail: ndaminjonova@gmail.com
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Issue
–
5
№
5 (2024) / ISSN 2181-1415
135
yondashuvdan foydalangan holda, ushbu maqola ushbu
vositalarning samaradorligini baholaydi, bu esa o'quvchilarning
til kompetensiyasi va ishonchini oshirishni ko'rsatadi. Tadqiqot
immersiv, kontekstli ta'limning afzalliklarini ta'kidlaydi, bu esa
faol ishtirok etish va sog'liqni saqlash sharoitida tilni amaliy
qo'llashga yordam beradi.
Симуляционные технологии как современный метод
обучения английскому языку студентов
-
медиков
в высшем учебном заведении
АННОТАЦИЯ
Ключевые слова:
интеграция,
смешанный подход,
владение языком,
вовлеченность,
обратная связь,
уверенность,
клиническая
коммуникация.
Интеграция симуляционных
технологий в медицинское
образование
произвела
революцию
в
процессе
преподавания языков в высших учебных заведениях,
особенно в обучении английскому языку студентов
-
медиков. В этом исследовании рассматривается, как
симуляционные
технологии,
включая
сценарии
с
виртуальными пациентами и медицинские симуляторы,
способствуют улучшению усвоения английского языка, с
акцентом
на
медицинскую
терминологию
и
коммуникативные навыки в клинических условиях.
Используя
смешанный
метод,
статья
оценивает
эффективность
этих
инструментов,
демонстрируя
повышение языковой компетенции и уверенности
студентов. Исследование подчеркивает преимущества
иммерсивного,
контекстуализированного
обучения,
которое способствует активному участию и практическому
применению языка в сфере здравоохранения.
INTRODUCTION
As English becomes the predominant language of global medical communication,
medical students must master Medical English (ME). This task is particularly challenging
in non-English-speaking countries, where students must acquire both the technical
language of medicine and develop effective communication skills to interact with foreign
colleagues and patients. Traditional language teaching methods often lack the hands-on
experience necessary to build these skills. Given the success of distance learning,
technical education courses, and artificial intelligence in enhancing teachers' pedagogical
skills in developed countries, this portal also aims to further improve the professional
competence of teachers working in medical education. The portal’s high technological
capabilities, extensive reach, and availability of free graphic resources allow each teacher
to develop their pedagogical competence using a wide range of methodological materials.
Therefore, integrating subject matter expertise with pedagogical knowledge will enable
teachers to create specialized teaching materials and methodological aids.
Simulation technologies address the need for practical language training by
creating immersive environments where students can practice language in real medical
scenarios. Advances in simulation technologies, including virtual reality (VR), augmented
reality (AR), and high-fidelity mannequins, provide an innovative approach to language
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Issue
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№
5 (2024) / ISSN 2181-1415
136
teaching in medical settings. These tools allow students to engage in interactive, life-like
medical scenarios, promoting the acquisition of Medical English through active practice
rather than passive learning. The purpose of this paper is to evaluate the role of
simulation technologies in teaching English to medical students and their impact on
learning outcomes in higher education.
METHODS
Study design
This study used a mixed method design combining quantitative and qualitative
data collection. The study was conducted in an institution of higher education with a
strong medical program and a well-established simulation center. Two cohorts of
medical students were included in the study: one group received traditional English
language instruction and the second group used simulation-based learning tools.
Participants
A total of 120 second-year medical students, 60 in each group, participated in the
study. The participants were non-native speakers of English and had attended
compulsory medical English courses. Both groups were matched on demographic
variables such as age, English proficiency and academic performance.
Intervention
The control group received traditional classroom English language instruction
centered on lectures, textbook study and role-playing. The experimental group
participated in simulation classes where students took part in virtual patient encounters,
clinical procedures and diagnostic scenarios that required the use of medical English.
These simulations were designed to reflect real-life situations encountered by medical
professionals and focused on patient communication, medical terminology and clinical
decision-making.
Data collection
Quantitative data were collected through pre- and post-intervention assessments
that evaluated students' proficiency in medical English through written examinations and
oral communication. Qualitative data were collected through student feedback, instructor
observations, and focus group discussions to understand student experience,
engagement, and perceived benefits of simulation-based learning.
Data analysis
Quantitative data were analyzed using paired t-tests to compare pre- and post-test
results at a significance level of p < 0.05. Qualitative data were thematically coded to
identify patterns in students' perceptions of learning experiences.
RESULTS
Quantitative results
Both groups showed improvement in medical English proficiency, but the results
were significantly higher in the simulation group. The average exam score after the
intervention in the simulation group increased by 25% compared to 11% in the control
group (p < 0.01). The oral communication assessment also showed that students in the
simulation group were more confident and accurate in using medical terminology: the
mean improvement was 30%, compared to 15% in the control group (p < 0.05).
Qualitative feedback
Feedback from students and faculty identified several key benefits of simulation
technology:
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1. Contextual learning:
Students noted that interacting with virtual patients
allowed them to apply medical vocabulary in realistic contexts, which improved
memorization and comprehension.
2. Active Engagement:
The immersive nature of the simulations allowed students to
actively participate in the process, fostering a deeper understanding of medical terms
and their application in patient care.
3. Reduced anxiety:
Many students noted that practicing in a simulation
environment reduced the stress associated with interacting with real patients by
providing a safe space to make mistakes and learn.
The lecturers noted more active participation and enthusiasm of the students
during the simulation sessions compared to traditional lectures. They also noticed that
students were better able to link theoretical language learning with practical application
in the clinical setting.
DISCUSSION
This study confirms the potential of simulation technology as an effective tool for
teaching medical English to non-native speakers. The significant improvement in written
and oral communication skills in the simulation group emphasizes the benefits of
experiential, contextual learning in language acquisition. Simulation training not only
improves language competence, but also builds confidence and develops communication
skills necessary for clinical practice.
Implications for medical education
Simulation technology allows complex medical scenarios to be reproduced,
providing students with an immersive environment in which they can practice medical
English in realistic contexts. This method is in line with the principles of communicative
language teaching, which emphasize interaction and practical language use. As medical
education increasingly adopts digital tools, integrating simulation technology into
language teaching can be a cornerstone of English language teaching for medical
students, especially in non-English-speaking countries.
Limitations and future research
Despite the promising results of this study, it was limited to a single institution and
focused on short-term language learning outcomes. Long-term studies are needed to
evaluate the retention of language skills acquired through simulation training. In
addition, future studies should investigate the scalability of simulation technologies and
their adaptability to different learning environments and student demographics.
CONCLUSION
Simulation technology is a modern, effective method of teaching English to medical
students, offering an interactive, engaging platform that bridges the gap between
theoretical knowledge and practical application. By integrating these tools into medical
English courses, instructors can improve students' language proficiency and prepare
them for the language demands of the global medical environment. Simulation-based
learning represents a significant advancement in medical education by aligning language
teaching with the practical needs of clinical communication.
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инновации
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