For over a century, Arabic has served as the primary language of instruction in Syrian
medical universities. This policy, emphasizing national identity and educational accessibility,
aligns with the global practice of utilizing native languages to enhance student comprehension
and engagement. Countries known for their robust medical education systems, including
Japan, Germany, and China, similarly prioritize their native languages to foster deeper
learning and contextual understanding.[1]
However, the continued reliance on Arabic in Syrian medical education faces several
notable challenges. Institutional constraints, limited availability of updated Arabic
language medical textbooks, and the persistence of outdated terminology significantly
contribute to educational shortcomings. Consequently, students frequently turn to
English language resources to access the most current medical knowledge, a practice
that can present practical difficulties and academic inefficiencies.
Emerging research indicates that transitioning entirely to English instruction may
not be a straightforward remedy. Studies demonstrate that medical students educated
in a nonnative language often experience lower comprehension levels, decreased academic
performance, increased anxiety, and higher dropout rates. Conversely, education in
one's native language can enhance conceptual understanding and reduce cognitive burden,
especially during foundational clinical training.[2]
Beyond academia, language proficiency holds critical implications for clinical practice.
Competence in a patient's native language correlates positively with improved clinical
communication, enhanced patient satisfaction, and better healthcare outcomes, principles
fundamental to equitable healthcare delivery.[3] Thus, preserving Arabic fluency among medical trainees is beneficial not only educationally
but also in clinical interactions within the broader Arabic-speaking community.
Nevertheless, Syrian medical students continue to face systemic limitations. The scarcity
of updated Arabic language medical resources hampers their ability to stay abreast
of international advancements. Bridging this educational gap necessitates targeted
investments in translation efforts, terminology standardization, and the development
of accessible Arabic language medical literature. Until such resources are adequately
provided, students must navigate a dual linguistic environment, studying primarily
in Arabic while frequently consulting English language references.
The Syrian experience highlights a vital global challenge in medical education: reconciling
local accessibility with international academic and clinical standards. Effectively
navigating this challenge requires evidence-informed language policies, commitment
to educational equity, and sustained institutional investments.
