RESUMEN
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.
RESUMEN
Integrated medical education, namely medical education under the concept of integration, is an important trend in the development of global medical education, and also an important task in the re-form of medical universities and colleges in China. The integrated medical education abroad originated from Europe and America, and developed relatively well. It started late in China and was limited to integration of some subjects. At present, the reform of integrated medical education in domestic colleges and universities is still facing the problems and challenges such as lag of teaching ideas, limited content of reform, insufficient teachers' ability, difficulty to change learning habits, deviations of learning purposes, lack of integrated learning, lack of system, poor mechanism, weak guarantee and so on. In the future, we should make efforts to teach, learn and manage, give full play to the leading role of "teaching", improve the main position of"learning", and constantly improve the guarantee function of "management".