Developing Medical and Technical Knowledge Through Assessment Aligned Virtual Patient Tasks in English Classes

This conference paper proposes an assessment-aligned virtual patient task for developing medical and technical knowledge in English classes for medical students. It addresses the connection between understanding device-related information and explaining it to a patient in English. A focused analysis of three selected sources informed a design-based conceptual synthesis. The resulting framework links a clinical scenario, language support, observable learner products, and an analytic rubric. Its contribution is a replicable task design rather than evidence of measured learning gains. The paper discusses disciplinary accuracy, language demands, accessibility, and requirements for subsequent classroom validation.