A Shift from an Audio- to a Video-Based Exam Format to Reflect Real-Life Clinical Interactions in the Language-Learning Classroom
Effective patient communication is vital in medical training. At a Hungarian Medical university, international students in the English-medium program are required to study Hungarian for two years to prepare for clinical rotations in Hungarian hospitals. The final language assessment traditionally in...
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| Language: | English |
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MDPI AG
2024-11-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/14/12/1278 |
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| author | Gabriella Hild Anna Dávidovics Vilmos Warta Timea Németh |
| author_facet | Gabriella Hild Anna Dávidovics Vilmos Warta Timea Németh |
| author_sort | Gabriella Hild |
| collection | DOAJ |
| description | Effective patient communication is vital in medical training. At a Hungarian Medical university, international students in the English-medium program are required to study Hungarian for two years to prepare for clinical rotations in Hungarian hospitals. The final language assessment traditionally included an audio-based listening exam, but both students and teachers raised concerns about its difficulty and its lack of relevance to real-life clinical interactions and the students’ actual language needs. A needs analysis was conducted with 52 second-year international medical students through focus-group interviews after they took the exam to address these issues. Based on the feedback, a video-based exam format was developed and piloted. The new format incorporated visual cues such as gestures and facial expressions, better reflecting face-to-face patient communication. A total of 38 third-year students who had previously taken the audio-based version of the exam participated in the pilot, with focus-group interviews conducted to directly compare the two formats. The majority of the students found the video-based exam more engaging and relevant to their clinical experience. The findings suggest that the video-based exam better prepares students for real-life medical communication and provides a more meaningful assessment experience, bridging the gap between language learning and clinical practice. |
| format | Article |
| id | doaj-art-bb974bfbb8b84de2abb4bea49d406247 |
| institution | DOAJ |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-bb974bfbb8b84de2abb4bea49d4062472025-08-20T02:53:25ZengMDPI AGEducation Sciences2227-71022024-11-011412127810.3390/educsci14121278A Shift from an Audio- to a Video-Based Exam Format to Reflect Real-Life Clinical Interactions in the Language-Learning ClassroomGabriella Hild0Anna Dávidovics1Vilmos Warta2Timea Németh3Department of Languages for Biomedical Purposes and Communication, University of Pécs Medical School, 7624 Pécs, HungaryDepartment of Languages for Biomedical Purposes and Communication, University of Pécs Medical School, 7624 Pécs, HungaryDepartment of Languages for Biomedical Purposes and Communication, University of Pécs Medical School, 7624 Pécs, HungaryDepartment of Languages for Biomedical Purposes and Communication, University of Pécs Medical School, 7624 Pécs, HungaryEffective patient communication is vital in medical training. At a Hungarian Medical university, international students in the English-medium program are required to study Hungarian for two years to prepare for clinical rotations in Hungarian hospitals. The final language assessment traditionally included an audio-based listening exam, but both students and teachers raised concerns about its difficulty and its lack of relevance to real-life clinical interactions and the students’ actual language needs. A needs analysis was conducted with 52 second-year international medical students through focus-group interviews after they took the exam to address these issues. Based on the feedback, a video-based exam format was developed and piloted. The new format incorporated visual cues such as gestures and facial expressions, better reflecting face-to-face patient communication. A total of 38 third-year students who had previously taken the audio-based version of the exam participated in the pilot, with focus-group interviews conducted to directly compare the two formats. The majority of the students found the video-based exam more engaging and relevant to their clinical experience. The findings suggest that the video-based exam better prepares students for real-life medical communication and provides a more meaningful assessment experience, bridging the gap between language learning and clinical practice.https://www.mdpi.com/2227-7102/14/12/1278medical communicationvideo-based language assessmentinternational medical studentsaudio-visual skillsstudent engagement |
| spellingShingle | Gabriella Hild Anna Dávidovics Vilmos Warta Timea Németh A Shift from an Audio- to a Video-Based Exam Format to Reflect Real-Life Clinical Interactions in the Language-Learning Classroom Education Sciences medical communication video-based language assessment international medical students audio-visual skills student engagement |
| title | A Shift from an Audio- to a Video-Based Exam Format to Reflect Real-Life Clinical Interactions in the Language-Learning Classroom |
| title_full | A Shift from an Audio- to a Video-Based Exam Format to Reflect Real-Life Clinical Interactions in the Language-Learning Classroom |
| title_fullStr | A Shift from an Audio- to a Video-Based Exam Format to Reflect Real-Life Clinical Interactions in the Language-Learning Classroom |
| title_full_unstemmed | A Shift from an Audio- to a Video-Based Exam Format to Reflect Real-Life Clinical Interactions in the Language-Learning Classroom |
| title_short | A Shift from an Audio- to a Video-Based Exam Format to Reflect Real-Life Clinical Interactions in the Language-Learning Classroom |
| title_sort | shift from an audio to a video based exam format to reflect real life clinical interactions in the language learning classroom |
| topic | medical communication video-based language assessment international medical students audio-visual skills student engagement |
| url | https://www.mdpi.com/2227-7102/14/12/1278 |
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