INTEGRATING ACADEMIC SELF-PRESENTATION INTO ESP COURSES FOR DOCTORAL STUDENTS IN MEDICINE. PEDAGOGICAL IMPLICATIONS IN THE AGE OF AI
INTEGRATING ACADEMIC SELF-PRESENTATION INTO ESP COURSES FOR DOCTORAL STUDENTS IN MEDICINE. PEDAGOGICAL IMPLICATIONS IN THE AGE OF AI

Summary/Abstract: It is widely acknowledged that conducting a thorough needs analysis constitutes the foundation of ESP (English for Specific Purposes) course design as it enables instructors to identify target needs, learning needs and professional communication requirements (Hutchinson and Waters; Dudley-Evans and St John). Identifying their goals and expectations and meeting those real-world communicative demands effectively increases students’ motivation. In contemporary higher education, a great emphasis is put on specialized communication, tailored to specific professional contexts. An ESP course designed for doctoral students in medicine should move beyond a narrow focus on grammar and specialized vocabulary and should also consider improving their professional communication skills, including career-oriented academic writing and presentation skills with a strong focus on overcoming public speaking anxiety, which would enable them to communicate their research findings effectively. In addition, doctoral students also show interest in producing persuasive application documents such as personal profiles, professional bios, CVs or the one-page résumés often required for conference participation or grant applications, which highlights the most relevant skills, work experience and accomplishments. The present paper advocates the integration of such documents into ESP curricula for doctoral students in medicine and health sciences, examining the linguistic challenges of academic self-presentation. It also emphasizes the importance of such documents, as they establish credibility and build relationships, increasing doctoral students’ self-awareness and self-confidence. It further argues that, although AI-assisted writing tools can enhance linguistic accuracy and rhetorical effectiveness, they should complement rather than replace authentic self-reflection in the construction of professional identity.

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