Medical students' perceptions of supporting pharmacology learning in english by key information prepared in arabic

Abstract

We explored medical students' perceptions of supporting pharmacology self-learning in English by focused materials prepared in Arabic. This study targeted third-year medical students at the Arabian Gulf University in Bahrain (n= 183). During the endocrine and metabolism subunit, which is taught in English, slides containing focused information in Arabic preceded detailed English ones. At the end of the subunit, students' perceptions were explored by a questionnaire and focus group discussions. Most participants reported that this intervention made pharmacology learning easier, improved confidence in drug selection, knowledge of adverse drug reactions, detection of response to medications and occurrence of adverse reactions. Most respondents thought that this intervention would help them during the clinical phase of their study and in communicating drug therapy to patients in Arabic. Supporting pharmacology learning in a foreign language with instructional materials prepared in a native language improved students self-reported learning and satisfaction.