In non-English speaking developing countries, several debates have arisen over choosing the language of instruction in medical education, whether it should be one of the leading medical languages, such as English, or the mother tongue. In this article, the authors discuss this debate and provide a brief review of the pedagogical evidence supporting the superiority of the mother tongue as a language of instruction. The authors also highlight the academic challenges associated with second-language-based medical education and emphasize the impact of language of instruction on the doctor-patient relationship and health care. Finally, the authors examine the reasons or arguments for not including the mother tongue in medical education. In conclusion, the importance of English as a leading scientific and medical language should not overshadow the crucial role of the native language as the language of instruction in non-English speaking countries. Each country should develop strategies to include the mother tongue in medical education, following the example of developed countries.Hamad, Abdullah & Amer, Basma. (2024). Should Medicine be Taught in Leading Medical Languages or the Mother Tongue?. Current Medical Issues. 22. 110-113. 10.4103/cmi.cmi12323.
The political aspect is evident in the historical precedents and colonization, which have shaped the educational policies in colonized countries.[32,36] In many cases, the colonized people were forced to learn the colonizers language to access education and participate in the modern world. While the social aspect arises from the belief that the colonial language is the most appropriate language for instruction, based on its status as a leading language in scientific fields. Although this concept is not based on pedagogical principles, it can be explained in sociology, as the vanquished always seek to imitate the victor in their distinctive marks, dress, occupation, and customs.
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The inclusion of the mother tongue in medicine goes beyond its use as a language of instruction in medical schools. Rather, it should be the language of medical science, as historical and contemporary evidence has demonstrated that the mother tongue is the foundation for scientific progress. European and developed countries such as China, Japan, Germany, and Poland rely on their mother tongues in medicine and medical education. Hamads research reveals that 38 out of 39 European countries depend on their mother tongue as the primary language of medical education, recognizing that it is crucial for effective education, communication, collaboration, and knowledge transfer in the field. On the other hand, almost all African countries rely on foreign languages, remnants of colonial rule, in medical education.
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The use of the mother tongue in medical education is often hindered by challenges and justifications. One challenge is the lack of standardized medical terminology, which can hinder communication and collaboration between physicians and researchers across different languages and countries. Another challenge is the limited availability of resources and materials in the mother tongue, which can restrict access to the latest medical research and advancements. Nonetheless, following the example of developed countries, learning a leading medical language such as English alongside adopting the native language as the language of instruction can achieve effective learning in the mother tongue, enable effective communication, and facilitate access to leading resources and materials that are not yet available in the native language. However, it is important to note that the lack of mothertonguebased materials will gradually be solved by adopting the mother tongue in medicine and medical educatio
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This will encourage the development of medical terminology and resources in the mother tongue, enabling healthcare professionals and researchers to contribute to the field in their native language.
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