From EMI to FMGE: Structural Mismatches in Cross-border Medical Education between China and India

Yining Chen

doi:10.47297/wspiedWSP2516-250045.20250909

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From EMI to FMGE: Structural Mismatches in Cross-border Medical Education between China and India

Volume 9, Issue 9

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From EMI to FMGE: Structural Mismatches in Cross-border Medical Education between China and India
From EMI to FMGE: Structural Mismatches in Cross-border Medical Education between China and India
Chengyi College, Jimei University, Xiamen, Fujian, 361021, China
Vol. 9, Issue 9, Pages: 204-207(2025)
Published：30 September 2025
DOI：10.47297/wspiedWSP2516-250045.20250909
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Chen Yining.From EMI to FMGE: Structural Mismatches in Cross-border Medical Education between China and India[J].Journal of International Education and Development,2025,09(09):204-207.
DOI：

Chen Yining.From EMI to FMGE: Structural Mismatches in Cross-border Medical Education between China and India[J].Journal of International Education and Development,2025,09(09):204-207. DOI： 10.47297/wspiedWSP2516-250045.20250909.

摘要

Abstract

With the large-scale implementation of English-Medium Instruction (EMI) in medical education at Chinese universities

a growing number of Indian students have pursued MBBS degrees in China. However

the expansion of EMI courses has not improved their low pass rates in India's Foreign Medical Graduates Examination (FMGE)

revealing structural mismatches between the teaching and accreditation systems of the two countries. By comparing policy documents

this study examines how language barriers

inadequate clinical training

and challenges in cultural adaptation affect students' academic performance and the construction of their professional identities. The findings indicate that EMI curricula lack adequate language support and community medicine training

placing students at a systemic disadvantage in the FMGE. Moreover

under the logic of the global education market

students are instrumentalised as "international enrolment targets

" with their actual needs and identity recognition marginalised. This paper calls for the establishment of mutual recognition mechanisms between Chinese and Indian medical education standards and the strengthening of language and local adaptation support systems to foster a fairer and more inclusive environment for international medical education.

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references

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