ABSTRACT
This study proposes the guiding principles, reform ideas and realization paths of college English curriculum reform based on the orientation of medical colleges and the objectives of talents cultivation. Taking Xiamen Medical College's English curriculum reform as an example, it has systematically built a curriculum system which incorporates medical humanities and medical disciplines, and is featured by medical science. Meanwhile it has probed into the connotation of "new medical science" and explored curriculum construction and teaching reform integrated by information technology, as well as the intelligent curriculum evaluation system, thus providing reference for college English curriculum reform in medical colleges and universities under the background of "new medical science".
ABSTRACT
Objective:To explore whether the introduction of the O-PIRTAS (objective, preparation, instructive vedio, review, test, activity, summary) teaching model can help in curriculum learning and improve students' medical humanities literacy.Methods:Taking 118 sophomores of clinical medicine and nursing majors from Xiamen Medical College as control group, and 122 students as experimental group and as control group, the research lasting 8 weeks was carried out around five modules. The control group adopted the traditional teaching mode, while the experimental group used the O-PIRTAS model. After teaching, by comparing the exam results and issuing questionnaires, the teaching effects of the two methods on students' caring ability, empathy, emotional intelligence and supportive communication ability were compared. SPSS 22.0 was used for t test and chi-square test. Results:The average score of the experimental group [(83.61±2.13) points] was higher than that of the control group [(78.03±2.02) points], with significant differences ( t=3.60, P<0.001). As for the statistical analysis of the questionnaire, the students in experimental group scored higher in empathy, emotional intelligence and supportive communication skills than those in control group ( t=-3.20, P=0.002; t=-3.93, P<0.001; t=-4.00, P<0.001). Conclusion:Applying O-PIRTAS flipped classroom teaching model to medical humanities English courses helps to improve students' curriculum learning and medical humanities literacy, improve the effectiveness of the classroom and better play the educational role of the curriculum.