The effect of language background on teaching and learning in the master of pharmacy degree
Written by: Alison J. Long, Gary P. Moss, S.J. Haigh, P. Bowes, W. John Pugh, Matthew J. Ingram • March 1 2008• Volume 8 - Issue 1•Abstract
Previous studies in Hungary and Japan have indicated a strong link between language and requirements for pharmacy and biomedical teaching. The effect of first language on scientific comprehension was assessed on full-time, undergraduate Master of Pharmacy students from all four years of study at the University of Brighton. This was achieved by the use of a language quiz, which was scored for comprehension of parts of scientific words. Students with English as their native language scored significantly higher than others (medians 45, 20%, respectively; p < 0.001). Scores of native English speakers improved with age and year of study, but these trends were not seen for others. Students who had studied Latin obtained significantly higher test scores (medians 60, 45%; p = 0.006). Students whose parental language was English or European scored significantly better than others (medians 9,7,5 out of 20%; p <0.001).
