DESIGNING AUTHENTIC PEDAGOGICAL TASKS FOR ENGLISH MEDICAL WRITING: FROM CLINICAL CASE TO WRITTEN REPORT

Abstract

 Abstract. Medical English writing courses often fail to prepare students for the genre conventions and communicative demands of authentic clinical documentation. This article describes the design, implementation, and evaluation of a task-based pedagogical sequence that guides learners from analysis of a clinical case to production of a written medical report. The sequence integrates genre analysis, language-focused input, scaffolded drafting, and peer/instructor feedback. Implementation with a cohort of medical and nursing students suggests thatauthentic, case-based tasks improve genre awareness, lexical precision, and confidence in producing clinical documentation in English, while also surfacing persistent challenges related to register control and hedging.