From challenge to competence: the role of learning engagement in mediating stress and performance among clinical medical students in English-medium dental education.

ABSTRACT:

Background

The adoption of English-medium instruction (EMI) in medical education has sparked ongoing debate, particularly in non-native English-speaking contexts. While EMI is increasingly applied to clinical medical programs, its effectiveness within dental education remains underexplored, especially with regard to changes over the duration of a course. This study aimed to examine the dynamic impact of instructional language (EMI vs. CMI) on medical students' perceived academic stress, self-regulated learning engagement (SRLE) and academic performance in a dental course.

Materials and methods

A quasi-experimental design was employed with 123 undergraduate medical students enrolled in a stomatology course. Participants were allocated to an EMI group (n = 41) or a Chin

SUBMITTER: Liu R 

PROVIDER: S-EPMC12457135 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature