This study explored shifts in awareness, attitudes, acceptance, and perceived obstacles related to the use of Arabicized medical terminology in instruction and everyday communication within Jordanian medical colleges. A cross-sectional online survey was administered to medical students and faculty members at universities across Jordan to assess their awareness, attitudes, and perceived barriers regarding Arabicized medical terms. Survey responses were converted into awareness, attitude, and barrier scores, which were then analyzed in relation to the participants’ sociodemographic characteristics. The findings revealed that medical students generally demonstrated positive awareness, acceptance, and attitudes toward using Arabicized medical terminology. The most frequently reported barriers among students included the predominance of English in teaching and assessment (exams, quizzes, assignments, etc.) and the scarcity of high-quality medical references written in Arabic. Several demographic factors—such as gender, income level, place of residence, year of study, having more than one native language, and overall language proficiency—were significantly associated with students’ acceptance, attitudes, and perceived barriers. Medical faculty members also exhibited adequate awareness and largely favorable attitudes toward Arabicized terminology. Their most commonly identified barriers aligned closely with those reported by students, reinforcing the credibility of these challenges. Among professors, gender and English language proficiency were the only variables associated with acceptance, attitudes, and perceived barriers. In summary, the study highlights an increasingly supportive environment for integrating Arabicized medical terminology, especially when the major challenges confronting both students and professors are clearly recognized.
