Facility with the English language and problem-based learning group interaction: findings from an Arabic setting

Area of Science:

• Medical Education
• Linguistic Studies in Healthcare

Background:

• Medical students in the UAE University's Faculty of Medicine and Health Sciences (FMHS) use English as a second language.
• English proficiency is crucial for effective participation in Problem-Based Learning (PBL) and overall academic success.

Purpose of the Study:

• To investigate the relationship between English proficiency (TOEFL scores), background factors, and student interaction in PBL groups.
• To identify key predictors of student contributions within PBL settings.

Main Methods:

• Observation of four PBL groups over four thematic units using a modified Bales Interaction Process Analysis.
• Correlation of student contributions with TOEFL scores and background variables (e.g., parental education).

Main Results:

• Student contributions in PBL groups showed a high correlation with TOEFL scores (r = 0.67-0.74).
• Female students predominantly used English, while male students reverted to Arabic for complex explanations (p < 0.01).
• Maternal education predicted TOEFL scores for male students but not female students.

Conclusions:

• TOEFL scores are the strongest predictor of student contributions in PBL.
• While English proficiency is vital, other factors are important for optimizing PBL interactions.
• Facilitating adequate English proficiency before admission is recommended, alongside attention to diverse student needs.