Fostering Critical Reading and Research Skills in Medical Students through English for Careers Classes

This article investigates the impact of integrating critical reading and research skills within English for Careers classes on the development of these competencies among second-year medical students. By examining various strategies and activities that can be implemented within these classes, the study aims to cultivate these competencies effectively. The theoretical background supporting this approach includes constructivist theory, experiential learning theory, and the Community of Inquiry framework. The research procedure involved second-year medical students from the Medical Faculty of a Medical University, with participants divided into a control group and an experimental group. A well-structured and tailored curriculum was designed to integrate critical reading and research skills within the English language learning context. Pre- and post-assessment instruments were developed to measure students' critical reading and research skills. The results showed a significant improvement in these skills among the students who participated in the English for Careers classes compared to the control group. The study demonstrated a statistically significant increase in the mean scores of the experimental group in various measures of critical reading and research skills, including reading comprehension, research article evaluations, and critical analysis. The findings highlight the effectiveness of integrating critical reading and research skills within English for Careers classes in fostering the development of these competencies among medical students. By equipping students with these skills, they are better prepared to provide evidence-based patient care, contribute to medical knowledge, and stay updated with advancements in their field. The article emphasizes the importance of creating a supportive learning environment that promotes active engagement, critical thinking, and the acquisition of essential reading and research competencies.