This systematic review examines a decade of research on English as a Medium of Instruction (EMI) in healthcare education from 2013 to 2022, focusing on studies indexed in Scopus. Analyzing 35 selected studies, the paper reveals diverse findings on EMI’s impact on student performance, language proficiency, and attitudes toward learning in non-English speaking regions, primarily the Middle East, Asia, and Africa. The review identifies seven major themes, including learning outcomes, stakeholder attitudes, pedagogical challenges, and the relationship between language proficiency and academic success.
Findings show mixed attitudes toward EMI; while some students appreciate its role in enhancing global career prospects, others struggle due to linguistic barriers and favor bilingual instruction. Positive attitudes toward EMI are often influenced by increased access to English-language resources, though a preference for mother-tongue instruction persists in regions where language support and resources are lacking. The study underscores the need for enhanced bilingual materials, culturally adapted curriculum design, and rigorous mixed-method research. Recommendations advocate for more experimental studies involving both linguists and healthcare specialists to assess EMI’s nuanced impact across various educational contexts.