Assessing Medical Translation Competence and Needs: A Case Study of Medical Students at Sebha University
DOI:
https://doi.org/10.65421/jshd.v2i3.239Keywords:
Medical translation, Medical students, English as a medium of instruction, Medical terminology, Patient safety, Curricula, , Libya, Sebha University, Language proficiency, Bilingual resourcesAbstract
In Arabic-speaking medical contexts, the reliance on English-language literature creates a critical need for accurate English-to-Arabic translation skills. However, undergraduate medical curricula in Libya often lack formal translation training, potentially compromising patient safety and academic comprehension. This study attempts to examine medical translation challenges among medical students studying with English.
A cross-sectional descriptive study was conducted among 44 (22 females and 22 males) medical students at Sebha University using a stratified random sampling method. Data were collected via a self-administered online questionnaire assessing demographics, translation frequency, perceived competencies, and challenges.
While 47.7% of participants possessed native-level Arabic proficiency, 59.1% reported only intermediate English proficiency, with none achieving native-like fluency. Translation demands were high, with 40.9% of students translating materials daily, primarily textbooks and journal articles (40.9%) for personal understanding. The primary challenge identified was locating accurate Arabic equivalents for medical terminology (moderate to high difficulty for 61.4%). The most significant fear regarding inaccurate translation was potential patient harm (50%).
Medical students at Sebha University engage frequently in translation but lack the necessary linguistic proficiency and resources to do so with high accuracy. There is a pressing need to integrate specialized medical translation courses into the curriculum and develop standardized bilingual medical resources
