LANGUAGE BARRIERS IN MEDICAL EDUCATION: AN ASSESSMENT OF ENGLISH PROFICIENCY IN AFGHAN MEDICAL STUDENTS

Abstract

English language proficiency is significant in medical education, mainly in non-native English-speaking countries like Afghanistan. Proficiency in Medical English enables students to access international literature, communicate effectively in clinical settings, and prepare for global licensure examinations. However, there is not much real information about how well Afghan medical students speak English and what problems they have with learning and using the language, thus this study aimed to assess the English language proficiency, practice patterns, learning methods, and challenges among Afghan medical students who are part of Rokhan Group medical collages in Afghanistan.
A descriptive cross-sectional study was conducted using a structured questionnaire created in Google form was shared with students via social apps. We surveyed a total of 200 students. Data were analyzed using SPSS software (version 25) to produce descriptive statistics on key variables.
Among the 200 respondents, 94.5% were male and the majority (59.0%) were aged 21–24 years. While 80.0% had received formal English education related to medicine, only 6.0% considered themselves fluent. Most students (63.5%) reported difficulty understanding medical documentaries without subtitles, and only 4.5% felt very confident discussing medical topics in English. Speaking fluency and understanding complex terminology were the most commonly reported challenges. Despite this, the majority used English occasionally or frequently in their academic activities, and 44.5% cited studying medical literature as their primary motivation for using English.
The findings reveal a significant gap between English exposure and practical proficiency among Afghan medical students. Although students recognize the importance of English in their academic and professional development, they face significant difficulties, particularly in oral communication. Integrating task-based Medical English training into the curriculum and supporting faculty development are recommended to improve language competence and student outcomes.