Language specialists and Medicine domain experts: Collaboration to identify students requiring English language skill development

The Medical program at Bond University is unique in comparison to other programs, as it comprises two degrees, the Bachelor of Medical Studies and the Doctor of Medicine. Historically, students commencing the program may not have participated in communication skills enhancement initiatives available to undergraduate students enrolled in other programs, primarily due to the intensive and fast-track nature of the Medical program. One such initiative includes the University’s post-entry language assessment (PELA), known as Bond English Language Assessment or BELA. PELAs are ubiquitous in the Australian higher education context, as they provide university stakeholders with data on students who may require support in developing their English language and academic literacies skills (Read, 2015).<br/><br/>Recognising that academic language and literacies outcomes of students participating within English-medium instruction, anglophone settings are not unproblematic (Humphreys, 2022), staff at the University’s Academic Skills Centre (i.e. post-entry English and academic language specialists) and academic staff on the Medical program worked collaboratively to develop an alternative PELA. The PELA, called BELA-AI, was created specifically for Medicine students in response to academic integrity concerns and an increase in the use of Generative AI (Gen AI). The task required students to first of all write an academic essay, then generate an essay using a Gen AI tool such as ChatGPT, and finally critically analyse the two essays in the form of a reflection. Academic staff on the Medical program rated the students’ essays and were provided rater training in person and online prior to the rollout of BELA-AI in the program. <br/><br/>The collaboration between post-entry English and academic language specialists occurred over two years between 2023 and 2024 (four semesters) and resulted in the identification of Medical students requiring additional support with their academic essay writing skills. These students were subsequently incentivised to attend consultations with Academic Skills Centre staff for detailed feedback on their academic writing. This case study reports on the collaboration with the Medicine academics and provides insight into the outcomes of integrating a language assessment into the first-year program. It identifies challenges and opportunities for future collaboration and research.<br/>