Introducing english as a classroom language at the master's degree in the subject instrumentation of the clinical laboratory

Abstract

Without doubt, one of the most exciting and problematic challenge in the Spanish University is the implementation of English as a teaching-learning language. This would be of the utmost importance to boost the internationalization of the Universities and the increasing of the English level for graduate students. This is especially relevant at the Master Degree, as these students are close to initiate their professional career, and they have to get familiar with technical terms in English, both spoken and written. In addition, the proportion of abroad students, not mastering the local language, is significantly higher. The introduction of courses taught in English would be beneficial for students, although it is obvious that it would represent a noteworthy effort for students and professors. The subject “Instrumentation of the clinical Laboratory” is about the theoretical background, instrumentation and applications of the most relevant instrumental analytical techniques, which are used in a clinical/Hospital laboratory to determine drugs, endogenous substances, metabolites and other compounds in biological samples with research or diagnosis purposes. Due to the importance of this topic in medicine, it is an essential subject for advanced training in the Master of Analytical Techniques of the Clinical Laboratory.

This work describes the experiences of students and teachers about the implementation process of English as teaching language in the subject “Instrumentation of the clinical Laboratory”. The approach lied on the use of English as a unique language of teaching, regardless of the proficiency, both oral and written, in and out of the classroom: didactical material and bibliography, communication between professor and students and between students, deliverable tasks and evaluation. This full immersion in English resulted in an increase of communication and comprehension skills, without affecting the learning outcome, although students had to put a higher effort into the subject. The students positively appraised the implementation of English as a teaching-learning language, and recommended enlarging it to other subjects.