1 Introduction

This section introduces the Ministry of Education's proposal for the "Four New" construction and the "Six Excellences and One Top" Plan 2.0, emphasizing the importance of new medical education in cultivating outstanding medical talents. It points out that medical professionals require interdisciplinary language and communication skills, necessitating a shift in the functional positioning of college English courses. Currently, there are issues in bridging General English (GE) and Medical English (ME). It also mentions the progress and shortcomings in the research of new-format teaching materials, leading to the necessity of exploring the development of bridging textbooks, exemplified by "New Medical College English."

2 Rationale for Developing Course-Bridging Teaching Materials Serving New Medical Education Talent Cultivation

This section discusses the necessity and theoretical basis for developing college English course-bridging teaching materials in the context of new medical education. New medical education emphasizes cultivating interdisciplinary and innovative medical talents, requiring college English courses and materials to play a supportive role in professional learning, bridge academic development, and facilitate international communication within the medical talent cultivation system. There are differences in the competency structure between General English (GE) and Medical English (ME), involving a transition from general language proficiency to academic and professional communicative abilities in specialized contexts. This shift is clearly reflected in national-level college English teaching policies. Developing textbooks that facilitate the transition from GE to ME has become an important pathway for optimizing the structure of the college English curriculum system. Simultaneously, the development of course-bridging teaching materials faces practical challenges related to faculty structure, with some universities exploring various interdisciplinary collaborative approaches to address these issues. In the context of educational digitalization, the advancement of intelligent technologies provides realistic possibilities for layered support in language learning processes, competency diagnosis, and personalized feedback, offering new pathways for bridging GE and ME competencies.

3 Innovative Pathways and Features of Course-Bridging Teaching Materials in the Context of New Medical Education

This section explores the innovative pathways and features of college English course-bridging teaching materials in the context of new medical education. First, interdisciplinary material design from discourse to context emphasizes that teaching materials should guide students in transitioning from General English (GE) to Medical English (ME) by selecting cutting-edge medical topics to construct an interdisciplinary discourse system, balancing professional content and language skill instruction. Taking brain-computer interfaces as an example, combining popular science texts and scientific news reports helps students build a medical semantic network and enhance discourse sensitivity. Second, activity design from tasks to competencies centers on task chains to organize the textbook structure. Through goal-oriented task design and progressively arranged activities, students are guided to develop medical academic communication skills, interdisciplinary understanding, and humanistic literacy. For instance, the unit introduction phase uses "disciplinary knowledge challenges" to immerse students in medical contexts, followed by activities such as discussions and writing to integrate language learning with professional pragmatic needs. Third, the enhancement effect of course-bridging mechanisms empowered by new-format technologies relies on platforms like U Campus AI to create smart learning environments. Features such as discourse analysis, writing feedback, learning diagnostics, and evaluation help lower students' cognitive barriers, provide immediate feedback, alleviate cognitive anxiety, and enable data-driven dynamic adjustments. Finally, the construction of a "teaching-learning-assessment" closed-loop centered on formative evaluation embeds formative assessment into the overall structure of the teaching materials. Through platforms like U Campus AI, multidimensional learning behaviors are evaluated throughout the learning process, generating learning curves and improvement suggestions. This makes evaluation a vital force in deepening learning and enhances the scientific precision of teaching decisions.

4 Conclusion

This section summarizes the development philosophy and practical pathways of college English bridging textbooks in the context of new medical education. It highlights that teaching materials have evolved from mere course resources into key carriers for talent cultivation, requiring a shift beyond singular language training to serve as intermediaries connecting general language proficiency and medical academic competency development. Course-bridging teaching materials can address the disconnection between General English (GE) and Medical English (ME) goals, guide learners in adapting to medical contexts, provide a foothold for teachers to engage in ME instruction, and promote the systematic development of teaching. "New Medical College English" redefines the functional positioning of foreign language education, fostering the coordinated development of abilities such as interdisciplinary understanding. In the future, there remains room for deepening textbook innovation, necessitating further exploration of methods to support competency transfer and disciplinary integration, as well as achieving replicable and scalable textbook models.