DEVELOPING SKILLS IN READING AND CRITICALLY ANALYSING ENGLISH-LANGUAGE RESEARCH ARTICLES IN MEDICAL EDUCATION THROUGH THE CLIL APPROACH

Abstract

Abstract. This paper explores the potential of Content and Language Integrated Learning (CLIL) for developing medical students’ ability to understand and evaluate scientific information in English. On the basis of an analysis of international research, it proposes a three-stage instructional framework for working with clinical research articles and separate assessment criteria for subject knowledge and language performance. The framework comprises pre-reading preparation, in which a clinical problem is introduced and key terms are explained in context; reading and evidence analysis, in which students identify the IMRaD structure of the article and apply the PICO framework; and post-reading communication, in which groups present the principal finding in plain English and write a short evidence summary. The proposed framework is a theoretical and methodological recommendation and is not based on outcomes measured in an experimental group taught by the author.