Innovative Design and Practice of Medical Translation Technology Curriculum from a Constructivist Perspective

Abstract

This study addresses a critical gap in translation pedagogy—the disconnect between generic technology instruction and the specialized, technology-driven demands of the professional translation market. It presents the design, implementation, and evaluation of an innovative Translation Technology course for undergraduate students at Youjiang Medical University for Nationalities. Grounded in constructivist learning theory and aligned with national teaching guidelines, the curriculum is structured around the PACTE translation competence model. Its core innovation is the deep integration of tool training within a medical translation context, delivered through a cyclical structure of theoretical modules and hands-on Medical Translation Workshops. The curriculum progresses through three interconnected modules ofTranslation Knowledge, Instrumental Sub-competence, and Strategic Sub-competence over 16 weeks. Implementation results from a pilot cohort indicate significant success in shifting to a student-centered, outcome-oriented learning environment. Student performance and feedback demonstrated enhanced engagement, practical skill acquisition, and the development of integrated problem-solving abilities. The study concludes that this domain-contextualized, workshop-based model effectively bridges theory and practice, providing a sustainable framework for cultivating the technologically adept, specialized translators needed by the industry and setting a precedent for curriculum development in specialized translation education.