Student presentation: A conceptual model.

This communication is a concept study. It suggests a language-based conceptual model on student presentation, as a curriculum learning strategy. Student presentation promotes understanding that can be enhanced if the student is not under stress. In any given medical school, we assume, if the student mother-tongue language is not similar to the school education language, then the student is likely to be stressed. The aim of this work is to contribute ideas towards quality enhancement in medical education. We suggest a model where the student is encouraged to utilize his/her mothertongue language sources for in-depth understanding of the presentation topic, whenever he/she understands the topic partially. Research has shown that some students, during activities using non-mother-tongue language, were unable to completely understand the subject and/or unable to fully participate in discussions. The present study represents a reaction to a frequent call from medical education experts, around the world, that any given school develops curriculum learning strategies that best meet its mission. Future research exploring on the role of linguistic factors in student presentation, is likely to lend support to our approach, towards quality enhancement in medical education.