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

Abstract

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.