Effectiveness of peer-assisted teaching of medical English skills to nonnative English-speaking medical students.xlsx

A medical English conversation course was conducted at the Faculty of Medicine, Damascus University by a group of students, and targeted participants were intermediate level fellow students from the same program. A longitudinal study was carried out between start and end of March 2019 to assess changes in self-assessment of English language skills among course participants. Pre- and post-course appraisal involved a review of previous experience with medical English language, a self-assessment of five English language skills, and an objective measurement of medical English knowledge. In addition, participants were requested to respond to a set of statements related to the importance and the usefulness of peer-assisted teaching of medical English skills. Paired-sample Student <em>t</em>-test was used to compare pre- and post-course appraisal results.