The Need for Focused Literacy Training in the Medical School Curriculum: A Cross-Sectional Study of Undergraduate Students
Table 1
Two-stage curricular intervention.
Curricular intervention
Purpose
Content
Stage 1
Administration of the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a self-report instrument designed to assess adolescent and adult readers’ metacognitive awareness and perceived use of reading strategies while reading academic or school-related materials [10]
To determine the students’ self-perception of reading strategies in English for academic purposes To raise the students’ awareness of reading strategies in English for academic purposes
32 questions related to (i) Global Reading Strategies (ii) Problem Solving Strategies (iii) Support Reading Strategies Plus (i) Biodata: age and gender (ii) Foreign language proficiency
Stage 2
Implementation of an adjunct workshop conducted cooperatively by a medical professor and an academic language consultant Two interactive sessions integrated into the regularly scheduled course
To develop critical reading strategies in relation to domain specific argumentation: (i) Stylistic and rhetorical English language usage in empirical articles in scientific publications (ii) Linguistic characteristics used to build an argument in empirical articles in scientific publications
Reading strategies (i) Global Reading Strategies (ii) Problem Solving Strategies (iii) Support Reading Strategies Genre analysis (i) Rhetorical moves (IMRAD) [11–13] (ii) Hedging and boosting devices [14]