A shift of focus is required in English courses for Chinese medical postgraduates

Tan, Xuejiao; Chen, Min; Chen, Xiewan; Liao, Rongxia; Jian-guo, Sun

doi:10.3109/0142159x.2014.1001338

Cited by 4 publications

(4 citation statements)

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“…English pro ciency is important for the professional growth of medical students, since it allows adequate access to updated medical information, as well as further postgraduate study (9). In this study, we evaluated the application of bilingual English-Chinese in undergraduate medical student education of endocrine system integration course.…”

Section: Discussionmentioning

confidence: 99%

Application and practice of bilingual English-Chinese in undergraduate medical student education of endocrine system integration course

Zheng

Long

Cheng

2022

Preprint

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Aims To evaluate the application of bilingual English-Chinese in undergraduate medical student education of endocrine system integration course. Methods The study was conducted at Chongqing Medical University from September 2020 to January 2022. Participated students were divided into two groups (A and B). Group A (n = 574) underwent teaching with the traditional Chinese education method, while Group B (n = 581) underwent teaching with the reformed bilingual English-Chinese education method. The effects of bilingual English-Chinese education method for endocrine system integration course teaching were evaluated by theoretical test and questionnaires. Results After the bilingual teaching reform, the proportion of bilingual teaching hour accounts for 51.6% of the total theoretical teaching hours. In terms of the basic condition of bilingual teaching, more than 80% of students have passed the National College English Test. Most of students thought it was necessory to applicate bilingual teaching and the purpose of the teaching reform was clear. Improtant factors affecting the effect of bilingual teaching include the student and teacher’s English level and students’ preview and review of the class. In bilingual teaching, 20–30% usage of English is an acceptable ratio for most of the students. Lecture and practice combination is a good model of bilingual teaching. The best method of teaching effectiveness assessment is that the key knowledge points English proposition and Chinese answer. On the premise that there was no significant difference in the quality of the theoretical test papers between the two groups, the theoretical scores of group B were significantly higher than those of group A (p < 0.05). Conclusions The bilingual English-Chinese education method may help to improve students’ ability in endocrine system integration course and appears suitable for endocrine system integration course teaching.

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Section: Discussionmentioning

confidence: 99%

Application and practice of bilingual English-Chinese in undergraduate medical student education of endocrine system integration course

Zheng

Long

Cheng

2022

Preprint

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“…Indeed, students’ positive attitudes toward research increased their interest in applying principles they learned to the practice of medicine [17]. Although Chinese medical postgraduates encounter a substantial language obstacle in their academic pursuits [18], our study showed that the English literacy level, which is known as the “College English Teaching (CET)” level in China [19], was note shown to not influence the effectiveness of the course, likely because the college students’ English literacy level has significantly improved in China in recent years [20].…”

Section: Discussionmentioning

confidence: 99%

Evaluation of factors influencing the guide to read biomedical English literature course for Chinese new medical postgraduates—a multiple regression analysis

et al. 2019

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Background There is a dearth of published literature that demonstrates the impact of a Guide to Reading Biomedical English Literature course on new Chinese medical postgraduates. Keeping this gap in mind, the objectives of this study were to assess the factors associated with course effectiveness using the teacher, postgraduate and organizational factors. Methods This study was conducted at Nanjing Medical University from December 2014 to December 2015. The participants were 440 new graduate students from different medical specialties. At baseline, each student was assessed for teacher factors, individual factors and organizational factors using a self-administered structured scored anonymous questionnaire. After that, Pearson chi-square analysis was conducted to evaluate the factors that impact teacher factors (knowledge level, teaching style, individualized teaching, logical teaching, heuristic teaching, literature difficulty, bilingual teaching), individual factors (gender, attitude toward studying, previewing literature, English literacy level) and course management (such as teaching objectives and assessment system) on this course. Furthermore, multiple logistic regression analyses were performed to determine the impact of the above factors on our outcome variables (knowledge level, teaching style, individualized teaching, heuristic teaching, study attitude, previewing literature, management). Results Nearly all of the participants (420 of 440, 95.5%) thought this course was helpful for learning to read scientific literature and understanding scientific research design. Multivariate logistic regression analyses showed that the participants perception of the course as effective was associated with teachers’ high knowledge level (Adjusted Odds Ratio, AOR = 49.673; 95% confidence interval, 95% CI = 4.28, 575.90). In addition, heuristic teaching was found to be significantly associated with a positive teaching effect of teaching (AOR = 12.76; 95% CI = 1.78, 91.64). Furthermore, the participants perception of the course as effective was associated with positive attitude toward studying (AOR = 25.004; 95% CI = 2.51, 249.09). Previewing literature was also associated with course effectiveness (AOR = 0.02; 95% CI = 0.04, 0.11). Conclusions This study indicated that the course effectiveness of the Guide for Reading Biomedical English Literature was associated with i) teachers’ knowledge, ii) heuristic teaching, iii) students’ positive attitude, and iv) students’ previewing literature. Electronic supplementary material The online version of this article (10.1186/s12909-019-1731-7) contains supplementary material, which is available to authorized users.

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“…English proficiency is crucial for the professional growth of physicians, since it allows adequate access to updated medical information ( 4 , 5 ) , as well as participation in international conferences and meetings. In this context, the main radiology journal in Brazil accepts and had published articles in English ( 6 - 12 ) .…”

Section: Discussionmentioning

confidence: 99%

Integrating bilingual musculoskeletal imaging education into radiology and diagnostic imaging residency programs

et al. 2018

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ObjectiveTo analyze the perception of the relevance of introducing bilingual (Portuguese-English) musculoskeletal imaging education into radiology and diagnostic imaging residency programs, describing the method used.Materials and MethodsTo evaluate the relevance of incorporating the bilingual study of musculoskeletal imaging into medical residency programs, we administered a questionnaire, consisting of several multiple-choice questions and one subjective question, to 21 radiology residents at a private tertiary hospital. The residents completed the questionnaire voluntarily and anonymously.ResultsIntegrating English teaching into radiology training was considered important by 95.2% of the residents. Approximately 90% of residents believe that the method applied at their institution is suitable for learning.ConclusionThe introduction of the English language into the teaching of musculoskeletal imaging in the radiology residency program was perceived positively by the residents, and the preceptors effectively supported those activities.

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A shift of focus is required in English courses for Chinese medical postgraduates

Cited by 4 publications

References 0 publications

Application and practice of bilingual English-Chinese in undergraduate medical student education of endocrine system integration course

Application and practice of bilingual English-Chinese in undergraduate medical student education of endocrine system integration course

Evaluation of factors influencing the guide to read biomedical English literature course for Chinese new medical postgraduates—a multiple regression analysis

Integrating bilingual musculoskeletal imaging education into radiology and diagnostic imaging residency programs

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