Navigating challenges: supporting non-native English-speaking medical students with AI and mentorship

Abstract

Language proficiency is a critical factor in the success of non-native English-speaking (NNES) medical students. This scoping review aims to explore the challenges NNES students face in English-based medical curricula. It further examines potential interventions, such as AI-driven learning platforms, language support programs, mentorship, and immersive technologies like virtual reality (VR) and augmented reality (AR). A comprehensive literature search was conducted across PubMed, Scopus, and MEDLINE, covering articles published between 2014 and 2024. A total of 354 titles were identified and 14 articles met the inclusion criteria. These studies highlighted the importance of structured interventions that address both cognitive and language barriers in NNES students. The review found that scaffolding in language support programs, adaptive AI-driven learning platforms, and mentorship significantly enhance NNES student outcomes. Furthermore, immersive environments through VR and AR enhanced learning experiences of NNES students. However, challenges in supporting NNES students include the digital divide, lack of training in AI and VR, and ethical concerns like data privacy and bias, necessitating investments in faculty training to reduce cognitive load. In conclusion, this review emphasises the crucial need for medical education institutions to integrate language support programs to create a more inclusive and supportive environment for NNES students.

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