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Objective:To explore the application of English for medical purpose (EMP) in integrated medical education for medical undergraduates.Methods:A total of 120 undergraduates who participated in the integrated medical education in Chongqing Medical University were divided into EMP group and traditional medical English teaching group. There was no difference in the syllabus knowledge between the two groups. The teaching method of EMP group combined with integrated medical education and gave medical English teaching according to the organ system. The traditional group conducted the teaching according to the traditional medical English teaching method based on word formation and sentence understanding. SPSS 24.0 was used for t-test. Results:The scores of medical vocabulary test in the EMP teaching group were higher than those in the traditional teaching group [(85.00±3.52) vs. (65.67±3.33)]. The number of Review papers published in EMP group was 14, while 6 in traditional teaching group. The teachers used a randomized double-blind method to score the students' review papers (total score was 100 points). The results showed that the score of properly using medical vocabulary of students in the EMP teaching group were higher than those in the traditional teaching group [(84.52±2.34) vs. (70.98±1.45)]. The scientific evaluation score on review content in EMP group was higher than that in traditional teaching group [(88.87± 4.68) vs. (71.87±2.41)]. The grammar score of EMP group was higher than that of traditional teaching group [(90.01±7.24) vs. (76.00±3.76)].Conclusion:Medical English EMP course can better cooperate with the integrated education for medical undergraduates, improve students' ability of using medical English to retrieve literature and understand medical English according to organ system.
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In order to improve the quality of medical English teaching, Xiamen Medical College has applied case-based teaching mode in medical English classes for nursing undergraduate students. In the practice of case-based teaching, it mainly uses case presentation, role-play, personal reflective stories sharing, or fast case analysis in classroom teaching, thus changing the traditional teaching mode of "teachers' teaching" to "students' speaking", which may improve students' situational English speaking, critical thinking, independent thinking and problem-solving, independent learning and communication ability.
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This study aims at elucidating on the concept, strategy and implementation effect of constructing medical English teaching resource based on multi-online medium in medical colleges and universities. The medical English teaching resource based on multi-online medium breaks through the limitations of traditional paper-based teaching materials, optimizes the existing teaching resources and forms a multi-dimensional medical English teaching system with multi-modal interactions. It not only transforms the teaching organization of medical English course, but also innovates the teaching concept, teaching mode as well as teaching methodology. It has important practical significance for improving the medical English learning environment of medical college students and improving the teaching quality and efficiency of medical English course.
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In order to cultivate talents who fuel and lead medical innovation, it is critical to implement medical English writing "Golden Course" in the substantial development of English teaching in medical universities. Based on the guidelines issued by the Ministry of Education, this paper proposes five principles in the construction of medical English writing "Golden Course", suggests the integration of big data technology, and explores approaches to construct "Golden Course" in terms of teaching objectives, curriculum design, models of instruction, curriculum evaluation and teaching staff.
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To explore the reconstruction and practice of medical English education in medical colleges and universities in China, totally, 23 deans of foreign language schools of medical universities and teachers in charge of English for Medical Purpose from prestigious universities where students have access to multidisciplinary education were interviewed via WeChat respectively. Additionally, a valid questionnaire survey was collected of 2 270 medical undergraduates in Xi'an Medical University, thus to evaluate feedback related to medical English education. In terms of medical English education, medical colleges and universities have such commonly shared disadvantages as insufficient medical knowledge of medical English teachers, imbalance between medical teaching and medical education, insufficient humanistic education in medical English teaching, poor integration of language and medicine science, ineffective coordination and matching between curriculum teaching and education objectives. Advisably, mixed mode of medical English education and teaching system in medical colleges and universities should be restructured. As for the development of English teachers for Medical Purpose, the synergy between medical English teachers in medical colleges and clinicians in affiliated hospitals should be developed via cooperative lesson preparation and classroom teaching characterized by hospital-school collaboration. Also, concerning teaching approaches and education and teaching objectives, the mixing of online and offline teaching should be adopted to achieve the objectives of making students be intellectually, competently, and emotionally qualified for future post. Last, medical English discipline should be prioritized to provide support for medical English education and teaching. The teaching and research competence of medical English teachers is the key factor for medical English education and teaching in medical colleges and universities. Importantly, integration of academia and medical industry needs to be deepened to facilitate the integration of medical industry, education and research, thus to ensure the development of high-quality medical talents with good mastery of English and medical English talents with good mastery of medicine in the fields of medical diplomacy and medical aid in African countries.
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Questionnaire and interview were adopted to study the student satisfaction with the WeChat-based flipped classroom of medical English course in the Second Military Medical University in terms of teaching equipment, teaching process, evaluation methods and teaching effect. Problems in the present class design were analyzed and suggestions were proposed so as to provide references for the future design of the flipped classroom.
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PURPOSE: This study investigated student experiences of mobile technology in a medical English course using a free mobile classroom application, Socrative and its impact on student learning to help them achieve the competency expected in the course. METHODS: Questionnaires were administered of year 2 medical students enrolled in a medical English course between 2016 and 2017 to investigate their experience in using Socrative. Learning outcomes were assessed by comparing students' academic performance with that of the 2015 cohort, who had taken the same course without using mobile technology, and also by measuring changes in their self-efficacy in English over time during the course. RESULTS: This study found students' positive perceptions of and overall satisfaction with their experience in using mobile technology in the medical English course. There were no differences in the academic performance between the study cohort and the comparison group. The ratio of students who were in the remediation program after the mid-term examination was 11%, whereas the remediation ratio of the 2015 cohort was 21%. Students' self-efficacy in English improved significantly in the writing and reading domains (p < 0.05). CONCLUSION: This study found several benefits of using Socrative in the medical English course. Socrative fostered the classroom interaction by encouraging input from every student and sharing it instantly with the whole class. There was also learning improvement with the use of Socrative. Furthermore, it has the potential to enhance assessment by offering more various forms of assessment than that of conventional audience response systems.
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Humans , Cohort Studies , Educational Technology , Learning , Mobile Applications , Problem-Based Learning , Students, Medical , Teaching , WritingABSTRACT
Objective To probe the conditions of medical students' academic resilience and burnout and their relationship with each other,the paper aims to account for the reform of medical ESP teaching.Methods Revised versions of academic resilience scale and burnout Sscale were used to test 675 medical students and SPSS 16.0 was adopted to analyze the data by statistical description,t-test,F-test,correlation analysis and multiple regression analysis.Results 1) The general average score of academic resilience for medical ESP study was (2.67 ± 0.63),lower than the theoretical mean.A statistically significant difference was observed in gender (t=3.21,P＜0.05),and LSD test showed nursing majors＞pharmacy majors＞clinical majors (F--4.15,P＜0.05).2) The general average score of burnout was (3.33 ± 0.73),higher than the theoretical mean.A statistically significant difference was observed in gender (t=-4.40,P＜0.01).LSD test showd clinical majors＞pharmacy majors＞nursing majors (F=4.05,P＜0.05).3) There is a significant negative correlation between academic resilience,academic burnout and its factors.The academic resilience and the factors (self-efficacy,academic persistence,self-acceptance,perceiving support and society support) can predict the burnout in the negative way (F=21.85,P＜0.01).Conclusions Medical students have lower level of academic resilience and higher burnout in ESP study.The medical ESP teaching should set out from the students'need,pay attention to classified and level-based cultivation to improve academic resilience while reducing burnout by enhancing self-efficacy and persistence as well as positively seeking the support of the society.
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In order to improve students' specialized language proficiency, CBI was practiced in medical English teaching for postgraduates by integrating medical contents with their language learning. The practice was carried out in two classes with 82 postgraduates for 14 weeks, 4 teaching hours a week. It included: ①needs analysis: a questionnaire was given to students in order to understand their learning background and needs from the course.②design of the teaching content:the basic structure of human body being selected as the theme, the teaching mainly surrounded the basic structure, function and commonly seen diseases of the nine human anatomical systems. ③selection of teaching activities: it included in-class lectures, interactive learning activities, group tasks and extracurricular reading tasks. ④evaluation and adjustment:in-class evaluation involved in paraphrasing, role-play, quizzes etc. while extracurricular reading was evaluated by weekly reading journals. At the end of the course, a questionnaire and interview were conducted to collect students' comments and suggestions for the course. Results showed, through the process of learning meaningful content, students gained improvement not only in their medical knowledge but also in their language skills, which suggested CBI is an effective way to guide medical English teaching.
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A major problem for medical English teaching has always been fewer qualified medical English teachers. As a new teaching model, the blended teaching mode has become the focus of education reform. Xiamen Medical College tries to apply it in medical English classes, combining online and offline teachings, i.e. the remote teaching by foreign teachers and face-to-face instruction by Chinese English teachers in medical English class. The didactic method, cooperative teaching method, and task-based teaching method of instruction are used both in online and offline teaching processes. Medical situations are created and different teaching activities are adopted in medical English class, including role-playing, medical videos watching, and medical record writing. Language skills such as speaking, reading, and writing are trained. It is hoped that through blended teaching, the quality of medical English teaching will be improved, and the exploration will provide experience for the teaching reform of medical English.
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How to improve medical English writing skill effectively is an urgent problem to be solved in medical English teaching.This study aimed to evaluate the effect of the Presentation-Assimilation-Discussion (PAD) Class Model combining the advantages of traditional teaching model and the current flip classroom teaching model in medical English writing course.The study of "abstract writing" was divided into three parts,i.e.Presentation,Assimilation and Discussion which respectively focused on teacher's presentation of the basic structure of abstract in class,students' assimilation of the files after class,students-teacher's discussion in class.The test results and questionnaire were analyzed at the end of the course.PAD class model can optimize the teaching efficiency of basic knowledge,increase students' ability to learn autonomously,and promote the transformation of teachers' role.However,higher requirements are placed on the assessment methods,curriculum design,and teaching procedures.
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Objective To evaluate the effect and its factors of the postgraduates’ autonomy learning in medical English, and to suggest improving methods. Methods The postgraduates enrolled in Kunming Medical University in 2016 were divided into two groups. Those for professional degree education learnt Medical English by the approach of autonomy learning, while those for academic degree education were taught in traditional method. At the end of the semester,an examination was applied to measure and compare the learning effects in both groups, and questionnaires were conducted to investigate their attitudes and satisfaction. The results were evaluated by quantitative analysis and qualitative analysis.Results The postgraduates for professional degree education got lower examination scores than the postgraduates for academic degree education. Time management appeared to be the main problem. Conclusion Although the postgraduates highly regard the necessity of medical English learning and have great sense of learning responsibility, process supervision from the administration is suggested to assist their time management so that better learning effects can be achieved.
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[Objective] To explore an applicable mind visual teaching mode of medical English writing for medical students. [Methods] Experimental class and control class were used, and writing tests, interviews and questionnaires were adopted in the research. Data were analyzed by t-test. [Results] The writing levels of the students in the experimental class were significantly improved( P<0.05); the writing levels of students in the experiment class are significantly better than the control class(P<0.05). [Conclusion]Corpus-based visual teaching mode has an advantage in context structure, language organization and logical thinking ability.
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Medical English is an important direction of college academic English teaching.This paper taking medical English as an example attempts to explore a new form of MOOC (massive open online courses) based on WeChat platform.With the help of the developer mode provided by the WeChat platform,various interaction and customization are achieved by programming.This kind of course is called WeChat-MOOC.It is introduced into the traditional class combining with the various students' activities,which makes the online and offline,mixed-class mode come true.
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The practical course of medical English for academic purpose is the academic module of medical English teaching system. Based on the target situation analysis, the course consists of reading and writing of scientific papers, design of academic posters, and oral presentation in academic conferences, all of which focus on the selected key literature. During the course, the genre analysis theory, task-based teaching and situational teaching were applied to help students to improve their practical competence of academic English through accomplishing different kinds of academic communicative activities.
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With the example analysis method, this paper discussed the feasibility of flipped class to permeate the medical ethics education into medical English teaching. Practice has proved that consciously combining lan-guage teaching with the medical ethics education on various modern networks teaching platform enabled students to foster a correct view of medical ethics and to be qualified medical workers.
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Guided by systematic material evaluation theory,the present study assessed textbooks of medical English listening and speaking published over the last 20 years,and conducted a relevant survey to investigate different opinions of the textbooks among teachers and students.It found that cognitive schema theory,information processing theory,the register theory and communicative principle were adopted as guidelines in the compilation.Multi-tasks were utilized to train language skills;medical terminology learning was put great emphasis on;original audio-visual materials were employed.Besides,the majority of the textbooks were compiled based on topics or situations.However,most textbooks of medical English listening and speaking miss the section for cultivating students' autonomous learning,independent thinking as well as phonetic exercise,and they lack the teacher's book and students' book,which should be improved soon.
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In view of the present situation of medical English vocabulary teaching, we propose to apply the picture teaching method to the teaching of English vocabulary. Picture application process is:teaching ideas - picture searching - picture introduction - question design - example sentence (implica-tions) introduction. We also analyze how to apply pictures related to Chinese and western culture, anecdotes and oddities, stars and celebrities, and common diseases to medical English vocabulary teaching according to the features and interest of the students, so as to activate the knowledge the students already acquired, to achieve good teaching effect through interaction between the teacher and students and to help the students have a solid command of medical English vocabulary taught in class.
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<p></p><p> As globalization also influences medical education, Chiba University has provided extensive study abroad programs. This paper reports a medical student's methods to prepare for using such programs and improve his English level, and outlines his actual experience of studying abroad during a 6-year period. It also discusses the significance of medical study abroad, focusing on the following 3 points: meeting medical leaders in other countries; establishing friendships with international medical students of similar age groups, while comparing Japanese students' abilities with international standards; and taking full advantage of being a student, as one is allowed to flexibly develop global perspectives only in his/her school days before starting a long career as a medical professional, to provide guidance for medical students toward such experience and career development based on it.</p>
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Foreign Language Department of Kunming Medical University has developed medical English self-access learning platform based on campus network, created medical English online courses and network resource library , established major oriented learning evaluation mechanism . It provides an online teaching, learning, practice, testing and evaluation environment for college teachers and students. The architecture of the platform takes medical specialty into consideration, which focuses on the training of students' English skills. The detailed design of the platform is presented. The platform was launched in September 2014. Performance testing is used to measure the ability of the system. Three methods including students' interview, the interaction between the teaching management staff and quantitative analysis are adopted to evaluate the application results . Finally this paper has preliminarily explored self-access learning modes available for students. According to the related information, the platform runs smoothly after it was put into use and improves students' learning ability of medical English to a certain extent.