Artificial intelligence (AI) is being integrated into higher education in an increasing rate, offering opportunities for personalized learning, efficiency, and enhanced engagement. However, most research focuses on single-institution or national contexts and primarily examines medical students through quantitative methods. Little is known about how international medical and dentistry students, educators, and practising physicians perceive and experience AI in medical and dentistry education. This study addresses this gap by capturing the perspectives of these diverse stakeholders, providing a comprehensive view of AI adoption, readiness, and ethical considerations across international contexts. This cross-institutional mixed-methods study combined survey and interview data to explore perspectives on AI in medical and dentistry education. An online questionnaire was distributed to medical and dentistry students at the University of Pécs Medical School, Hungary and Oslo New University College, Norway. Semi-structured interviews were conducted with educators (n = 6) and physicians (n = 3) in October, 2024. Quantitative data were analyzed using descriptive statistics and inferential analyses to examine differences across participant groups and qualitative data were examined thematically and comparatively across educators and practising physicians. A total of 344 medical and dentistry students completed the survey. The majority of students (75.3

Introduction: Financial support is a key driver of international student mobility. This study examines whether the financial incentives attracting international students to Hungary also translate into meaningful academic and social integration and a sense of belonging, comparing scholarship holders with self-funded students. Methods: A mixed-methods, cross-sectional online survey was conducted among international students enrolled in Hungarian higher education institutions (N = 232). The survey assessed motivations for choosing Hungary, academic and social integration, and willingness to recommend the country as a study destination. Group differences were analysed using independent-samples t-tests, Mann-Whitney U tests and multivariate analyses, while open-ended responses were examined using thematic analysis. Results: Scholarship programmes, academic quality, and Hungary's relative affordability emerged as dominant motivational factors. While no significant difference was observed in overall academic integration (p = 0.127), scholarship recipients reported stronger inclusion within the Hungarian community (p = 0.032) and were markedly more likely to recommend Hungary (p < 0.001). Nonetheless, language barriers, limited interaction with host-country students, and social isolation persisted across groups, indicating that financial support alone does not ensure holistic engagement. Conclusion: Scholarship schemes yield the greatest impact when paired with institutional and social initiatives that actively foster integration, inclusion, and a sense of belonging. The study offers empirical insights from a non-traditional study destination, highlighting strategies to enhance international student experiences and strengthen Hungary's competitiveness globally.

IntroductionThe learning environment is a critical component of health professions education, influencing student well-being, academic performance, and the long-term quality of the healthcare workforce. Reliable and culturally appropriate instruments are essential for monitoring educational environments and informing institutional and system-level quality improvement. Although the Dundee Ready Education Environment Measure (DREEM) has been widely used internationally, a validated Hungarian version has not previously been available.MethodsThe DREEM questionnaire was translated and culturally adapted into Hungarian following established international guidelines for cross-cultural instrument validation. An online survey was administered to medical, dental, and pharmacy students at the University of Pécs Medical School between November and December 2024. Psychometric evaluation included assessment of internal consistency (Cronbach’s α), test-retest reliability (intraclass correlation coefficient), and confirmatory factor analysis to examine construct validity.ResultsA total of 529 valid responses were included in the analysis. The Hungarian DREEM demonstrated excellent overall internal consistency (Cronbach’s α = 0.95) and good to excellent temporal stability (ICC range: 0.77–0.91). Confirmatory factor analysis provided only partial support for the original five-factor structure, with acceptable absolute fit indices but suboptimal incremental fit indices. The overall mean DREEM score (M = 135.0) indicated a generally positive perception of the learning environment.ConclusionThe Hungarian version of the DREEM demonstrated strong reliability and acceptable practical utility for assessing students’ perceptions of the learning environment in medical and health professions education. Its application can support institutional evaluation, national benchmarking, and international comparison, contributing to evidence-based educational quality assurance and health workforce development in Hungary. However, confirmatory factor analysis provided only partial support for the original five-factor structure, and construct validity should therefore be interpreted cautiously.

The integration of virtual reality (VR) into medical education has accelerated globally over the past decade, offering immersive and risk-free learning environments. This pilot study explores the impact of VRPatients™-Meta Quest 3 simulations in clinical communication and decision-making among medical students. In a mixed-methods design, eleven undergraduate medical students participated in two VR sessions during the spring semester of the 2024/25 academic year. The pilot course was organized into two instructional blocks, each comprising three 90-minute sessions delivered over two consecutive weeks, incorporating VR-based training as part of the learning activities. A matched pre- and post-course survey measured the participants’ comfort with VR, perceived realism, confidence in clinical communication and decision-making, openness to VR integration into their studies, and headset usability using 5-point Likert scales and open-ended questions, followed by focus group interviews. Descriptive statistics and thematic analysis were performed. Post-intervention mean scores improved markedly in VR comfort (3.0 ± 0.8 to 4.6 ± 0.5), communication confidence (3.0 ± 1.1 to 4.5 ± 0.5), and decision-making confidence (2.9 ± 0.9 to 3.8 ± 0.9). Headset usability and comfort was rated highly (4.7 ± 0.5). Thematic analysis of the qualitative results revealed that students regarded immersion, clinical communication practice, and safe decision-making environments as key benefits. All participants recommended the curricular integration of VR. This pilot study provides preliminary evidence that immersive VR simulation can significantly enhance medical students’ clinical communication and decision-making skills in a safe, low-risk environment. The intervention was well-received and demonstrated technical feasibility. Larger controlled trials, objective outcome measures, and longitudinal evaluation are warranted to solidify VR’s role in medical education.

This review examines the fourth edition of Julio Gimenez’s Writing for Nursing and Midwifery Students, a comprehensive discipline-specific book designed to support undergraduate and postgraduate students in nursing, midwifery, and healthcare fields. The review evaluates the book’s structure, which progresses from foundational academic writing principles through genre-specific instruction to advanced textual mechanics and referencing conventions. Particular attention is given to the pedagogical enhancements introduced in the fourth edition, including self-assessment tools, comprehensive coverage of specialized nursing and midwifery contexts, and alignment with contemporary, evidence-based practice. The review highlights the book’s distinctive student-centred approach, characterized by numerous exercises, reflective activities, and practical examples drawn from diverse clinical settings. While recognizing the volume’s substantial contributions to academic writing in healthcare education, the review proposes three enhancements for future editions: guidance on the ethical integration of artificial intelligence in academic writing, expanded coverage of advanced research genres for postgraduate students, and incorporation of multimodal digital resources to address the learning preferences of contemporary student cohorts. The review concludes that Gimenez’s work constitutes an essential resource for nursing and midwifery students navigating the complex demands of academic and professional writing, effectively bridging theoretical understanding with practical application throughout students’ academic and early professional development.

The increasing number of international students choosing a non-traditional study destination, such as Hungary, underscores the country’s growing appeal in the global higher education landscape. This trend is driven by Hungary’s competitive and quality educational programmes, supportive policies, and rich cultural and historical heritage. This exploratory study examines the cross-cultural experiences of international students studying in the country, drawing on data from a cross-sectional online survey conducted in 2024. Through descriptive and thematic analyses, three principal findings emerged. First, students are attracted to study in Hungary by a combination of instrumental and cultural factors, including the quality and affordability of education, the country’s cultural heritage, and its strategic location in Central Europe. Second, the most significant challenges involve adapting to a different academic culture and overcoming language barriers, both of which hinder everyday communication. Third, difficulties in establishing meaningful connections with Hungarian peers often exacerbate feelings of social distance, thereby limiting the integration of international students. By foregrounding student perspectives in an under-researched, non-traditional study destination context, this study contributes to a deeper understanding of international student mobility beyond the traditional study destinations of Anglophone and Western European settings. The findings offer valuable insights for higher education institutions and policymakers to improve the integration of international students, enhance support structures, and further strengthen Hungary’s position as an attractive and inclusive study destination for global talent.

This action research examines the transition from audio- to video-based tasks in the final Medical Hungarian exam for international medical students, aiming to better align assessment with real-life language needs and enhance student motivation. Conducted at a Hungarian medical university with 61 second-year students, the study uses a mixed-methods approach. Quantitative data from a questionnaire and qualitative insights from focus group interviews reveal students’ experiences with the video-based exam tasks and preparatory materials. The results indicate a positive reception of the Practice Test Book and the new video exam format, with visual cues like body language aiding in comprehension and engagement. Students found that the video-based tasks closely mirrored clinical interactions, strengthening the relevance of language skills in professional contexts. Preparatory materials, including lead-in exercises, were well-received by students and seen as effective in improving readiness for the exam. The study suggests that the shift from audio- to video-based assessment can bridge classroom learning with real-world application, potentially serving as a model for other non-traditional study abroad settings in Languages Other Than English (LOTEs), especially as purely audio-based communication has become less prevalent in today’s world.

This review examines the fourth edition of Julio Gimenez’s Writing for Nursing and Midwifery Students, a comprehensive discipline-specific book designed to support undergraduate and postgraduate students in nursing, midwifery, and healthcare fields. The review evaluates the book’s structure, which progresses from foundational academic writing principles through genre-specific instruction to advanced textual mechanics and referencing conventions. Particular attention is given to the pedagogical enhancements introduced in the fourth edition, including self-assessment tools, comprehensive coverage of specialized nursing and midwifery contexts, and alignment with contemporary, evidence-based practice. The review highlights the book’s distinctive student-centred approach, characterized by numerous exercises, reflective activities, and practical examples drawn from diverse clinical settings. While recognizing the volume’s substantial contributions to academic writing in healthcare education, the review proposes three enhancements for future editions: guidance on the ethical integration of artificial intelligence in academic writing, expanded coverage of advanced research genres for postgraduate students, and incorporation of multimodal digital resources to address the learning preferences of contemporary student cohorts. The review concludes that Gimenez’s work constitutes an essential resource for nursing and midwifery students navigating the complex demands of academic and professional writing, effectively bridging theoretical understanding with practical application throughout students’ academic and early professional development.

Bevezetés: Az orvosi kommunikációs készségek hatékony oktatásának széles körben elfogadott módszere a szimulációs betegek alkalmazásával végzett oktatás. A szimulációs betegek hozzájárulnak a klinikai készségek oktatásához és értékeléséhez is. Hazánkban intézményesített formában elsőként a Pécsi Tudományegyetem Általános Orvostudományi Karán indult 2019-ben a „Szimulációs Beteg” program a Kar mindhárom tannyelvű oktatásának támogatására. A program keretein belül laikus szimulációs betegek képzése és továbbképzése folyik magyar, angol és német nyelven. Célkitűzés: A program kari implementációjának fogadtatását négy évvel a program indulása után vizsgáltuk, magyar és nemzetközi hallgatóink körében. Tanulmányunkban a kutatás eredményeinek ismertetése mellett röviden bemutatjuk a program elméleti és gyakorlati vonatkozásait is. Módszer: Kutatásunk online kérdőíves felmérésre épült. A kérdőíves felmérés keresztmetszeti vizsgálattal, kényelmi mintavétellel történt a 2023. tavaszi szemeszterben. A kérdőív három skálája összesen 20 kérdésből áll. A zárt kérdéstípusok feleletválasztást, illetve rangsorolást tartalmaznak. A nyitott kérdések a pozitív tapasztalatok és a nehézségek szabad kifejtésére irányulnak. A vizsgálatot magyar, angol és német kommunikációs-szaknyelvi kurzusok hallgatói körében végeztük. A kutatásra 128 értékelhető válasz érkezett. Eredmények: Szignifikáns különbséget találtunk a három tannyelven tanuló csoportok értékelésében a szimulációs betegekkel folytatott konzultációk, valamint a visszajelzések megítélésében, illetve a szimulációs betegeket alkalmazó oktatás hatékonyságát illetően. A nyitott kérdésekre adott válaszokban a hallgatók a valós élethelyzetek gyakorlásának lehetőségét, a visszacsatolás jelentőségét, a magabiztosság növekedését, a szakmai fejlődést emelték ki. Következtetés: Korábbi kutatásokhoz hasonlóan a szimulációs betegeket alkalmazó módszertan bevezetését egyértelműen pozitívan fogadták hallgatóink. Jelen kutatásunk rámutatott ugyanakkor arra, hogy a különböző oktatási nyelven tanuló hallgatók eltérően súlyozzák a módszertan egyes elemeinek jelentőségét és kihatását a teljes tanulási folyamatra, illetve szakmai fejlődésükre nézve. Orv Hetil. 2024; 165(33): 1286–1294.

Study Abroad programs yield substantial linguistic advantages in addition to fostering academic and intercultural enrichment. Nevertheless, some students miss these programs due to financial constraints, academic commitments, or insufficient language skills. This paper reports the findings of a qualitative action research study that seeks to evaluate the impact of a multilingual and multicultural class, designed as a quasi-Study Abroad experience, on Hungarian medical students’ perceived English linguistic development by the end of the semester. Semi-structured focus group interviews were carried out with 42 Hungarian medical students at the end of the spring and autumn semesters of the 2021–2022 and the 2022–2023 academic years. The outcomes of the focus-group interviews indicated that the students had a positive experience studying in a multilingual and multicultural environment; their willingness to engage in English communication, along with an increase in self-confidence, was apparent, ultimately showcasing improved perceived proficiency in English communication skills by the end of the term. Creating an educational setting abundant in linguistic and cultural diversity and integrating multicultural project-based learning activities within the curriculum to simulate a quasi-Study Abroad experience represent methodological frameworks that could serve as pivotal models for shaping similar courses in the future.

BACKGROUND:Hungarian medical schools attract a diverse student body, enrolling numerous international and Hungarian students annually. The learning environment, encompassing all facets of their academic experience, significantly influences the overall educational experience at the medical schools. As the first nationwide survey, this study aimed to assess and compare the perceptions of international and Hungarian medical and dental students regarding their learning environment across the four medical schools in Hungary. METHODS:The Dundee Ready Education Environment Measure (DREEM) tool was used to get a better insight into the perceptions of international and Hungarian medical and dental students on their learning environment (LE). The questionnaire was distributed via social media platforms and the Neptun Educational System across the four medical schools in Hungary. To gain deeper insights into the participants' perceptions, a qualitative component was also added to the survey, comprising five open-ended questions. The research was carried out between April and October 2022. To analyse quantitative data, IBM SPSS was used, while the transcription and exploration of the qualitative data was performed using the Sketch Engine software. RESULTS:A total of 1164 valid responses were received. The results illuminate similarities and differences in perceptions of the learning environment between international and Hungarian medical and dental students. As anticipated, international students' perceptions were somewhat less favourable compared to their domestic counterparts, who are generally more accustomed to the workings of the Hungarian higher educational system (total DREEM score was 118.1 for the former, and 122.6 for the latter student population). Notably, significant differences were observed in perceptions of teachers and the overall atmosphere. CONCLUSION:The total score of the DREEM questionnaire was interpreted as "more positive than negative" for both international and Hungarian students, consistent with findings from other DREEM surveys, suggesting overall satisfaction with the learning environment. However, regular and ongoing evaluation of the learning environment is recommended in order to identify areas for improvement, ensure high standards of education, and continuously enhance the overall student experience.

Background/Objectives: Stimulated capsaicin-sensitive peptidergic sensory nerves release somatostatin (SST), which has systemic anti-inflammatory and analgesic effects, correlating with the severity of tissue injury. Previous studies suggest that SST release into the systemic circulation is likely to serve as a protective mechanism during thoracic and orthopedic surgeries, scoliosis operations, and septic conditions, all involving significant tissue damage, pain, and inflammation. In a severe systemic inflammation rat model, SST released from sensory nerves into the bloodstream enhanced innate defense, reducing mortality. Inflammation is the key pathophysiological process responsible for the formation, progression, instability, and healing of atherosclerotic plaques. Methods: We measured SST-like immunoreactivity (SST-LI) in the plasma of healthy volunteers in different age groups and also that of stable angina patients with coronary heart disease (CHD) using ELISA and tracked changes during invasive coronary interventions (coronarography) with and without stent implantation. Samples were collected at (1) pre-intervention, (2) after coronarography, (3) 2 h after coronarography initiation and coronary stent placement, and (4) the next morning. Results: There was a strong negative correlation between SST-LI concentrations and age; the plasma SST-LI of older healthy volunteers (47–73 years) was significantly lower than in young ones (24–27 years). Baseline SST-LI in CHD patients who needed stents was significantly reduced compared to those not requiring stents. Plasma SST-LI significantly increased two hours post stent insertion and the next morning compared to pre-intervention levels. Conclusions: Age-related SST decrease might be a consequence of lower gene expression within specific hypo-thalamic nuclei as has been previously demonstrated in rodent animals. Reperfusion of ischemic myocardium post-stent implantation may trigger SST release, potentially offering protective benefits in coronary heart disease. Investigating this SST-mediated mechanism could offer valuable insights for future therapies.

Introduction: The use of simulated patients is a widely accepted method for effectively teaching medical communication skills. Simulated patients also contribute to the teaching and assessment of clinical skills. The first institutionalized “Simulated Patient” program in Hungary was launched at the University Medical School of Pécs in 2019 to support the education of medical students. The program provides training and education for lay simulated patients in Hungarian, English and German. Objective: We evaluated the perception of Hungarian and international students four years after implementing the program. In addition to presenting the research results, we briefly describe the theoretical and practical aspects of the program. Method: Research data were gathered with the help of an online cross-sectional questionnaire survey using convenience sampling in the spring semester of 2023. The three scales of the questionnaire consisted of a total of 20 questions. The closed question types included multiple choice questions and ranking. The open-ended questions focused on positive experiences and difficulties. The survey was conducted among Hungarian, English, and German program students. 128 students responded to the survey. Results: Significant differences were found between the students in the three language programs regarding the assessment of the simulated patient consultations and feedback and the method’s effectiveness. Analysis of responses to open-ended questions highlighted the opportunity to practice real-life situations, the importance of feedback, increased confidence, and professional development. Conclusion: Consistent with the results of other studies in the field, our students’ perceptions of the introduction of the new methodology were positive. However, our current study has pointed out that students learning in different languages of instruction weigh the significance and impact of some aspects of the simulation patient program differently on their overall learning process and professional development. Orv Hetil. 2024; 165(33): 1286–1294.

Somatostatin (SST) released from capsaicin-sensitive sensory nerves in response to stimulation exerts systemic anti-inflammatory, analgesic actions. Its elevation correlates with the extent of tissue injury. We measured plasma SST alterations during spine operations (scoliosis and herniated disc) to determine whether its release might be a general protective mechanism during painful conditions. Sampling timepoints were baseline (1), after: soft tissue retraction (2), osteotomy (3), skin closure (4), the following morning (5). Plasma SST-like immunoreactivity (SST-LI) determined by radioimmunoassay was correlated with pain intensity and the correction angle (Cobb angle). In scoliosis surgery, postoperative pain intensity (VAS 2.) 1 day after surgery significantly increased (from 1.44 SEM ± 0.68 to 6.77 SEM ± 0.82, p = 0.0028) and positively correlated with the Cobb angle (p = 0.0235). The baseline Cobb degree negatively correlated (p = 0.0459) with the preoperative SST-LI. The plasma SST-LI significantly increased in fraction 3 compared to the baseline (p < 0.05), and significantly decreased thereafter (p < 0.001). In contrast, in herniated disc operations no SST-LI changes were observed in either group. The VAS decreased after surgery both in the traditional (mean 6.83 to 2.29, p = 0.0005) and microdiscectomy groups (mean 7.22 to 2.11, p = 0.0009). More extensive and destructive scoliosis surgery might cause greater tissue damage with greater pain (inflammation), which results in a significant SST release into the plasma from the sensory nerves. SST is suggested to be involved in an endogenous postoperative analgesic (anti-inflammatory) mechanism.

To study the effect of non-ionic contrast media on anticoagulated and non-anticoagulated human whole blood samples, calorimetric measurements were performed. The anticoagulated plasma showed the greatest fall in the total ΔH after Iodixanol treatment. The plasma-free erythrocytes revealed a pronounced shift in the Tmax and a decrease in the ΔH of hemoglobin and transferrin. The total ΔH of Iodixanol treatment showed the highest decline, while Iomeprol and Iobitridol had fewer adverse effects. Similarly, the non-anticoagulated samples revealed a decrease both in the Tmax and the ΔH of albumin and immunoglobulin-specific transitions. The total ΔH showed that Iodixanol had more influence on the serum. The serum-free erythrocyte samples resulted in a significant drop in the Tmax of erythrocyte and transferrin (~5–6 °C). The ΔH of deconvolved hemoglobin and transferrin decreased considerably; however, the ΔH of albumin increased. Surprisingly, compared to Iomeprol and Iobitridol treatments, the total ΔH of Iodixanol was less pronounced in the non-anticoagulated erythrocyte samples. In sum, each non-ionic contrast medium affected the thermal stability of anticoagulated and non-anticoagulated erythrocyte proteins. Interestingly, Iodixanol treatment caused more significant effects. These findings suggest that conformational changes in blood components can occur, which can potentially lead to the increased prevalence of cardiovascular dysfunctions and blood clotting.

Introduction: In our globalised world, the role of intercultural competence in healthcare is increasing as societies become multicultural. The development of this competence should start in medical education. Objective: In our qualitative study among Hungarian medical students, we sought to find out to what extent the multicultural student composition of our elective course contributes to the development of their intercultural competence. Method: In our action research, semistructured focus group interviews were conducted with 35 Hungarian medical students between April and November, 2021. The transcripts of the digitally recorded interviews were evaluated using qualitative methods. Results: After a thematic analysis of the interviews, the vast majority of the students’ opinions could be classified into one of the following four thematic categories: 1) the benefits of studying together with international students, 2) the development of cultural awareness, 3) the development of an open mindset, and 4) the expected longterm impact of intercultural competence on medical work. Overall, Hungarian students evaluated their learning in the multicultural course positively. Based on the results of the focus group interviews, it can be claimed that by the end of the semester, the Hungarian students’ perceived intercultural competence had improved due to the course and its multicultural composition. Conclusion: The course, with its multicultural student population, can contribute to and promote the acquisition of intercultural competence, which in the long run can be effectively used by future doctors both in patient care and in effective communication within healthcare teams as well as in international medical, research and scientific collaborations. Providing a multicultural student environment in the classroom, including interactive teaching methodologies and intercultural project work, have many potentials to make the learning-teaching process more effective and could be applied in the future when developing new courses.

INTRODUCTION In our globalised world, the role of intercultural competence in healthcare is increasing as societies become multicultural. The development of this competence should start in medical education. OBJECTIVE In our qualitative study among Hungarian medical students, we sought to find out to what extent the multicultural student composition of our elective course contributes to the development of their intercultural competence. METHOD In our action research, semi-structured focus group interviews were conducted with 35 Hungarian medical students between April and November, 2021. The transcripts of the digitally recorded interviews were evaluated using qualitative methods. RESULTS After a thematic analysis of the interviews, the vast majority of the students' opinions could be classified into one of the following four thematic categories: 1) the benefits of studying together with international students, 2) the development of cultural awareness, 3) the development of an open mindset, and 4) the expected long-term impact of intercultural competence on medical work. Overall, Hungarian students evaluated their learning in the multicultural course positively. Based on the results of the focus group interviews, it can be claimed that by the end of the semester, the Hungarian students' perceived intercultural competence had improved due to the course and its multicultural composition. CONCLUSION The course, with its multicultural student population, can contribute to and promote the acquisition of intercultural competence, which in the long run can be effectively used by future doctors both in patient care and in effective communication within healthcare teams as well as in international medical, research and scientific collaborations. Providing a multicultural student environment in the classroom, including interactive teaching methodologies and intercultural project work, have many potentials to make the learning-teaching process more effective and could be applied in the future when developing new courses. Orv Hetil. 2022; 163(44): 1743-1750.

While the COVID-19 pandemic continues to make a profound impact on all aspects of life around the world, from the perspective of medical education it is also an opportunity not only a threat, and can be integrated into the medical curriculum, including English for Medical Purposes classes. The aim of this paper is to share our experience regarding the integration of a research study on the willingness of young people to get the COVID-19 vaccine into an English for Medical Purposes class. Student interviews, presentations, Think-Pair-Share activities and disputes in class are special pedagogical and methodological tools that assist the teaching and the learning process. As a result, students are inspired and engaged, which facilitate the development of not only their 4+1 language skills, and medical English proficiency, but alsotheircollaboration, communication, andproblem-solving skills, as well as their creativityand critical-thinking. This paper seeks to inform and inspire English for Medical Purposesteachers to incorporate meaningful and intellectually stimulating research studies into their classes that allow students to not only learn medical English, butmore importantly, to understand complex perspectives, use numerousforms of media, and collaborate with others. Therefore, the authors suggest that teachers of English for Medical Purposescreate room in their classes for up-to-date research representation in order to engage and motivate students’ learning process. Furthermore, the authors believe that the latest research studies, presentations, Think-Pair-Share activities and disputes can be implemented in any content and language integrated classes, as well as languages for specific purposes classes, thus providing educators with effective tools to achieve broad educational goals.

The present study aimed to elicit the views and perceptions of Hungarian medical students on the use of peer tutors in doctor-patient role-play activities in English for Medical Purposes (EMP) classes.The peer tutors were either native speakers of English or had a good command of English and enrolled in the English medium programme of the same university.We wanted to tackle the problem of the unwillingness of Hungarian students to communicate in English in their EMP classes and provide a more motivating and natural language learning environment in which the target language was the lingua franca.In addition, we aimed to improve the participants' intercultural competence by providing a platform where the local and the international students could meet, work together and socialise.At the end of the courses, the Hungarian students were interviewed and asked for feedback on these activities.The data was thematically analysed and the results showed that the Hungarian medical students were enthusiastic and motivated to participate and interact in English during the role-plays.The interview findings also demonstrated that the role-play activities succeeded in bringing the Hungarian and foreign students closer and weakening or even removing the invisible cultural wall between them.

A tanulmány kettő norvég és egy jordán orvostanhallgató kvalitatív, feltáró jellegű esettanulmányának eredményeit mutatja be. A norvég Edna és Maren a Pécsi Tudományegyetem Általános Orvostudományi Kar, 1+5 angol nyelvű programján kezdték meg második évüket a vizsgálat kezdetekor. Latif Jordániából érkezett a Stipendium Hungaricum ösztöndíjasaként az egyetemre. A vizsgálat idején már negyedéves orvostanhallgató volt. A kutatás során félig-strukturált interjúkat készítettünk a résztvevőkkel. Az interjúk alatt a következő kérdésekre kerestük a válaszokat: 1) mi motiválta résztvevőket abban, hogy külföldi egyetemet válasszanak, 2) mennyire volt fontos számukra választott szakmájuk, 3) milyen volt a kapcsolati hálójuk Magyarországon, 4) hogyan viszonyultak az általános magyar nyelvhez, és 5) mennyire voltak motiváltak a magyar orvosi szaknyelv elsajátítását illetően. A vizsgálat célja az volt, hogy megtudjuk, milyen tényezők befolyásolhatják ezeknek a hallgatóknak az attitűdjét a helyi kultúrához, az emberekhez, valamint a magyar nyelv elsajátításához. A kapott eredmények azt mutatták, hogy a részvevők motivációja a külföldi tanulmányaikat illetően jelentős mértékben meghatározta hozzáállásukat a magyar kultúrához, emberekhez és a nyelvhez. Latif, aki minden kényszer nélkül döntött úgy, hogy Pécsett folytatja felsőfokú tanulmányait, sok külföldi és magyar hallgatóval kötött barátságot, és igyekezett mindent megtenni, hogy a magyar nyelvet minél jobban elsajátítsa. Ednát és Marent a norvég numerus clausus kényszerítette arra, hogy elhagyják országukat és külföldön tanuljanak tovább. Ők kizárólag a többi norvég hallgatóval töltötték idejüket, és csak annyi energiát fektettek a magyar nyelv elsajátításába, amennyi tanulmányaikhoz mindenképpen szükséges volt.