RESUMEN
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.
RESUMEN
Medical students' English autonomy learning is different from other students,basing on some relevant autonomy learning theories,the authors investigated such aspects as learning motivation,achievement,length of time-spending,choice of learning strategy,major,gender,learning phase and family background of medical students'English autonomy learning.And at the same time,the authors analyzed its current situation and put forward some solutions to the existing problems.