Overcoming Barriers to the Proper Usage of Medical Terminology in English Language Communication at Almoosa College, Saudi Arabia: Instructors' Perspectives

Abstract

To adequately prepare nursing students to learn medical topics, perform clinical work, and succeed in higher-education programs taught in English in countries where English is a second language, English Medical Terminology (EMT) teachers at medical schools continuously face challenges in educating students with low English proficiency. This qualitative study investigates barriers to English medical terminology at the Department of English, Almoosa College of Health Sciences, Al Ahsa, Saudi Arabia, from the perspectives of English and medical instructors. This paper uses semi-structured interview data and is informed by recent scientific findings. Four broad obstacles that affect the ability of nursing students to improve their command of EMT include: (1) low levels of English language proficiency and a correspondingly heavy reliance on translation, (2) limited access to authentic medical language, (3) a lack of institutional development in English for Medical Purposes (EMP), and (4) insufficient identification and assessment of constraints in the learning design. The findings align with those from around the world and across the region, demonstrating that linguistic barriers lead to inadequate understanding and preparedness among nursing and medical students. A review of the literature indicates that certain teaching methods, including the use of EMP vocabulary, the creation of technology-facilitated exercises, the implementation of game-based language activities, a structured mentorship program, and access to medical interpreters during educational processes, reduce cognitive load and improve comprehension of medical terminology. This study will add original findings from a Saudi background. It presents a framework, guided by instructors, to help them strengthen their approach to teaching medical words in either preparatory or first-year basic health sciences courses. Understanding English terminology is fundamental to learning, preparing for clinical work, and achieving academic success in any health sciences education setting, especially for students in non-English-speaking countries. This study of nursing students, based on semi-structured interviews and a review of the latest scientific literature, identifies four barriers to the development of nursing students' English medical terminology proficiency: (1) low proficiency in English and excessive dependence on translations, (2) restricted access to and engagement with medical discourse, (3) lack of systematic English for Medical Purposes (EMP) development in health sciences education institutions, and (4) unawareness and assessment gaps in the impediments of instructional designs. These findings reinforce similar work published in other countries, including in the region, indicating that language difficulties lead to inadequate knowledge and preparation among nursing and other medical professionals. Recent research in EMP education shows that pedagogies such as vocabulary construction related to EMP, computer- and Web-based technologies, games, mentorship, and interpreter assistance can effectively reduce students' learning burden, resulting in better comprehension of medical terminology. From this perspective, this study contributes findings in the Saudi context, along with an instructor-perspective-based framework for improvement and future implementation of English medical terminology teaching in preparatory and foundational programs of health sciences education institutes.