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Table 3 Adaptation to Challenges in EMI Program

From: Challenges and adaptations in implementing an English-medium medical program:a case study in China

Challenges Students’ practice Teachers’ practice
A. Insufficient or inappropriate EMI teaching resources * Using the English textbooks selectively based on their own learning capabilities. Some stick to original English textbooks; some manage to find simplified versions; most of them use both English and Chinese textbooks simultaneously. * Using the English textbooks selectively based on their understanding of the students’ learning needs, usually with a combination of Chinese textbooks and updated English textbooks.
* Encouraging students to use Chinese textbooks
B. Unsatisfactory teaching efforts * Previewing before the lectures;
* Learning autonomously after class to make up the content not taught/understood clearly in class;
* Searching learning materials from various sources, such as online medical forum and database (e.g. UpToDate);
* Turning to study groups and peers for help
* Devoting a great deal of time preparing for lessons
* Improving organization of teaching content by setting up clear learning objectives and structuring the content more logically;
* Writing scripts to improve fluency;
* Revising PPTs to improve teaching quality year after year
C. Inadequate classroom interaction * Asking questions after class (in Chinese);
* Participating in PBL discussions
* Answering questions after class (in Chinese);
* Plan for interactive sections in advance (only practiced by a few teachers);
* Interacting with students during PBL sections (but not all EMI teachers are involved in PBL)
D. Failure to teach medical humanities issues * Learning and discuss MH issues in PBL discussions;
* Learning MH from other courses;
* Participating in pre-internship and volunteer activities
* Including case analysis in class instruction when MH issues might be mentioned (but not very often)
* Involving students in MH discussions in PBL