Interdisciplinary role of English in the
field of medicine: integrating content
and context
Nataša Milosavljević, Zorica Antić
University of Niš, Faculty of Medicine
English language department
INTRODUCTION
The era of globalization and technological
advancement - English dominant international
language of a wide range of occupations.
 The field of medicine - the ability to
communicate
precisely
of
paramount
importance.
 Represents
means
for
professional
development, improvement and interaction.

Shift in English language learning context The change in the purpose for English
language use.
 The demand for teaching English in the
field of medicine - an example of English for
specific purposes (ESP).
 The basic aim - to create an environment
that
closely
represents
authentic
professional world.




Medical students - aware of the purpose and
necessity of learning Medical English in
order to be successful and accomplished
professionals in future.
Performing oral and written communication
in English enables them active knowledge
exchange with colleagues from abroad,
writing and publishing scientific articles,
participating in international congresses.
Thus, a firm foundation for future education,
professional promotion and autonomy after
graduation is achieved.



English for medical purposes must be
integrated into the medical context and its
realization is possible only through the
presentation of medical topics.
English language teaching at the Nis Medical
Faculty - to meet the students’ needs.
Peparing students for using English medical
terminology, mastering both oral and
written communication in English, as well as
following and translating relevant medical
literature.
AIM

The aim of the study was to determine
the importance of English used in
specialist subjects and its effect on
acquiring medical knowledge.
METHODOLOGY




The research - carried out at the Niš
University Faculty of Medicine in the second
term of the academic year 2014.
Included 100 third-year medical students.
A specially designed questionnaire consisting
of 12 questions was used.
The questions related to duration of
previous English language learning, the most
difficult language skill, as well as the
interrelationship between English and
medical subjects.
Standard statistical methods - used for
qualitative and quantitative evaluation of
the results.
 χ² test - used for testing statistical
significance of difference between
absolute frequencies.

RESULTS
Table 1. English language use during medical
studies
Grammar school
Vocational school
n (%)
n (%)
Yes
14(28%)
9(18%)
Generally yes
5(10%)
10(20%)
Generally no
18(36%)
22(44%)
No
13(26%)
9(18%)
Total
50
50
Table 2. Different aspects of English language use
Grammar school
Vocational
n (%)
school
p
n (%)
Following medical
20(40%)
15(30%)
0,401
2(4%)
6(12%)
0,268
10(20%)
8(16%)
0,794
Oral communication 11(22%)
17(34%)
0,265
Attending lectures in 7(14%)
4(8%)
0,523
literature
Reading
international medical
journals
Writing scientific
articles
English
Total
50
50
Table 3. The influence of English on acquisition of
medical knowledge
Subject
No answer
Grammar school
n (%)
12(24%)
Vocational school
n (%)
7(14%)
No such subjects
8(16%)
13(26%)
Pharmacology
11(22%)
13(26%)
Pharmacology+ Pathology
3(6%)
0
Pharmacology+ Physiology
2(4%)
0
Pharmacology +
8(16%)
Pathophysiology + Internal
medicine
Pharmacology + Anatomy + 2(4%)
Biochemistry
Internal Medicine
1(2%)
9(18%)
Majority of subjects
3(6%)
4(8%)
Total
50
50
1(2%)
3(6%)
Table 4. The use of medical literature in English
Subject
Grammar school
n (%)
No answer
11(22%)
Vocational
school
n (%)
8(16%)
No such subjects
10(20%)
11(22%)
Pharmacology
22(44%)
20(40%)
Pharmacology + Pathology
+ Physiology
Pharmacology +
Pathophysiology + Internal
Medicine
Internal medicine
5(10%)
4(8%)
0
3(6%)
0
1(2%)
Majority of subjects
2(4%)
3(6%)
Total
50
50
DISCUSSION
Positive attitude towards the language language teaching is closely related to the
subject matter field.
 The knowledge of basic field allows
students to identify real context of
vocabulary and linguistic structures.
 The teacher can make the most of the
students’ knowledge of the subject
matter, thus helping them learn English
faster.

Such teaching approach-highly reinforcing
 Students are able to apply what they
learn in their English language classes to
the main field of study.
 Only in this way they realize that the
knowledge acquired during the language
instruction is applicable in further
professional development.

The field of medicine and health care
brings medical experts from all over the
world into close contact with each other.
 In order to be equal members of the
discourse community the students of
medicine, future doctors, need to be well
prepared for the linguistic tasks awaiting
them in the future.

ESP teachers - in a special position
because they teach both language and
content.
 The role of organizers whose task is to
create conditions and opportunities for
learning by putting the English language
teaching into medical context and
exploring medical topics.

CONCLUSION
Medical English should be taught from
the real life perspective.
 Specific vocabulary, grammar and
linguistic structures are emphasized.
 The focus is on developing strategies for
applying language in different situations.

The aim of such approach – to prepare
students for their further professional
training, whereby the English language
knowledge would significantly facilitate
the process.
 Motivation for progress during studies closely linked to English language
knowledge.
 Interdisciplinary role of English in the
context of medicine is achieved.

THANK YOU FOR YOUR ATTENTION!