ArticleBMC medical education2025
Navigating challenges in medical english learning: leveraging technology and gamification for interactive education - a qualitative study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Evaluating a corpus-based intervention in medical English writing: a mixed-methods study.BMC medical education · 2026Article
- Challenges and coping strategies for achieving terminology precision in EMI medical writing among Saudi medical students.Frontiers in medicine · 2026Article
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Authors and funding
4 authors.
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Abstract
backgroundTeaching and learning English for Medical Purposes is crucial for medical students, especially in non-English-speaking countries, as it facilitates effective communication, access to global medical literature, and participation in international medical events. However, medical English education faces numerous challenges. This qualitative study explores the challenges faced by medical educators and students in Iran and proposes strategies to enhance medical English education through technology and gamification.
methodA thematic content analysis was conducted using semi-structured interviews with 13 medical English instructors and 10 medical students from various Iranian universities. Data were collected from September 2023 to February 2024. The interviews focused on challenges in teaching and learning medical English, the role of technology, and potential improvements. Thematic analysis was employed to identify key themes and sub-themes.
resultsThe study identified six main themes: (1) Instructor-related challenges (e.g., knowledge gaps, teaching methodology, and resistance to technology), (2) Student-related challenges (e.g., low language proficiency, pronunciation difficulties, and lack of engagement), (3) Curriculum and content issues (e.g., outdated materials, lack of speaking practice), (4) Organizational challenges (e.g., unclear policies, resistance to technological change), (5) Technology-enhanced learning (e.g., inadequate infrastructure, lack of interactive platforms), and (6) Recommendations for improvement (e.g., joint teaching, gamification, and blended learning).
conclusionThe study indicated the need for a comprehensive approach to medical English education in Iran, emphasizing instructor training, interactive learning, updated curricula, and technology integration. By addressing these challenges, medical English education can be significantly improved, allowing future physicians to become proficient in linguistic skills which improves the globalized healthcare environment.
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