1 Introduction

Introduces the "Four New Initiatives" and the "Plan 2.0 for Six Excellences and One Top-notch" proposed by the Ministry of Education, emphasizes the importance of constructing a new medical science for cultivating outstanding medical talents, points out the necessity for medical professionals to possess interdisciplinary language and communication skills, highlights the need for a functional repositioning of college English courses, notes the existing problems in the transition between general English and medical English, mentions the progress and shortcomings in the research on new-format teaching materials, and leads to the necessity of exploring the compilation of transitional teaching materials using "New Medical College English" as an example.

2 Rationale for Compiling Transitional Teaching Materials Serving New Medical Talent Cultivation

Discusses the necessity and theoretical basis for compiling transitional college English teaching materials in the context of constructing new medical science. New medical science emphasizes cultivating interdisciplinary and innovative medical talents, requiring college English courses and teaching materials to support professional learning, connect academic development, and serve international exchanges within the medical talent cultivation system. General English (EGP) and Medical English (EMP) differ in competency structures, necessitating a shift from general language proficiency to academic and professional communicative abilities in specialized contexts, a shift explicitly reflected in national-level college English teaching policies. Developing teaching materials that facilitate the transition from general English to medical English has become a critical pathway to optimizing the structure of the college English curriculum system. Simultaneously, the development of transitional teaching materials faces practical challenges regarding faculty structure, with some universities exploring various interdisciplinary collaborative approaches to address these issues. In the context of educational digitization, the advancement of intelligent technologies offers practical possibilities for providing tiered support in language learning processes, competency diagnosis, and personalized feedback, presenting new pathways for achieving the EGP–EMP competency transition.

3 Innovative Approaches and Features of Transitional Teaching Materials in the Context of New Medical Science

Explores innovative approaches and features of transitional college English teaching materials in the context of new medical science. Firstly, the interdisciplinary material design from discourse to context emphasizes that teaching materials should guide students in transitioning from general English to medical English, constructing an interdisciplinary discourse system by selecting cutting-edge medical topics to balance specialized content and language skills teaching. Taking brain-computer interfaces as an example, the combination of popular science texts and technology news reports helps students build medical semantic networks and enhance discourse sensitivity. Secondly, the activity design from tasks to competencies centers on task chains as the core structure of the materials, guiding students to develop medical academic communication skills, interdisciplinary understanding abilities, and humanistic literacy through goal-oriented task design and hierarchically progressive activity arrangements. For instance, in the unit introduction phase, "disciplinary knowledge challenges" are used to engage students in medical contexts, followed by activities such as discussions and writing to promote the integration of language learning and professional pragmatic needs. Thirdly, the enhancement effect of course transition mechanisms empowered by new-format technologies, relying on the U Campus AI platform to build a smart learning environment, reduces students' cognitive barriers, provides immediate feedback, alleviates cognitive anxiety, and enables data-driven dynamic adjustments through functions such as discourse analysis, writing feedback, learning diagnosis, and evaluation. Finally, the construction of a "teaching–learning–assessment" closed-loop centered on formative evaluation integrates formative evaluation into the overall structure of the teaching materials. Using the U Campus AI platform to conduct whole-process evaluations of students' multidimensional learning behaviors, generating learning curves and improvement suggestions, makes evaluation a crucial force in deepening learning and enhances the scientific and precise nature of teaching decisions.

4 Conclusion

Summarizes the compilation philosophy and practical approaches of transitional college English teaching materials in the context of new medical science. Points out that teaching materials have evolved from mere course resources into key carriers for talent cultivation, necessitating a breakthrough from singular language training to serve as an intermediary connecting general language and medical academic competency development. Transitional teaching materials can address the disconnect between EGP and EMP objectives, guide learners in adapting to medical contexts, provide a foothold for teachers participating in medical English teaching, and promote the systematic development of teaching. "New Medical College English" redefines the functional positioning of foreign language education and fosters the collaborative development of competencies such as interdisciplinary understanding. In the future, there remains room for deepening innovation in teaching materials, requiring further exploration of methods to support competency transfer and disciplinary integration, as well as achieving replicability and scalability of teaching material models.