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Objective:To construct a multi-level and multi-style English system in medical colleges and universities for improving medical students' English comprehensive ability in the field of medical science, and to explore the effective transition from college English teaching to bilingual or all-English medical teaching.Methods:English curriculum system in medical colleges and universities was constructed through expert consultation. Indicator ratings were collected from 7 experts who were engaged in college English teaching in medical colleges and universities by questionnaires and interviews. Then the weights of all courses were obtained by means of analytic hierarchy process (AHP).Results:The overall weights of academic paper writing, English for international academic exchange, cross-cultural communication, medical English listening and speaking, and medical thesis writing were in the top 5. Comprehensive English level 2 was in the rank of 6. CET-4 ranked 8.Conclusion:First, general English is still compulsory in medical colleges and universities, but its weight can be reduced properly and the different starting levels are set according to the students' English proficiency. At the same time, the threshold level for bilingual or all-English medical teaching could be assisted by grade examination. English for intercultural communication is not the major but elective subject in medical colleges and universities in order to increase the connotation of English courses in medical colleges and universities. But the cultivation of intercultural communicative competence is essential and can be integrated into each part of other courses.
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Objective To explore the feasibility and teaching effect of academic spoken English teaching model for medical postgraduates based on project-based learning.Methods 22 graduates from Army Military Medical University were taken as the research subjects and a one-semester project-based learning practice was carried out.And then the feedback was collected and the satisfaction survey was conducted through questionnaire.The data was analyzed with SPSS 22.0.Results In terms of teaching design,95.5％ students though it was reasonable that the course was composed of two blocks:daily communication English and academic spoken English (4.18 ± 0.66).77.2％ students agreed that the division of project groups and awarded marks for active performance in class stimulated their enthusiasm of evolving in class (3.64 ± 0.90).86.4％ students thought that it is necessary for both the professional teachers and foreign language teachers to participate in the simulated international academic conference (4.09 ± 1.02).In terms of the satisfaction of course experience,the students gave a positive overall evaluation on the design of academic spoken English for medical postgraduate based on PBL.Among 21 questions,except the first one (3.45 ± 0.91),lower than 4.00,the rest of them were all above 4.00.Conclusion With the implement of project-based learning into academic spoken English teaching model,the teaching design highlighted the learners' needs,motivation and learning process,which gradually transformed static academic English knowledge into academic communicative competence during the completion of the project.Also,it is necessary to balance the proportion of language and content in the teaching practice and strengthen the training of teaching staff,so as to improve its teaching effect.
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Objective To explore the reasonable construction of the bilingual teaching training mode for medical professional teachers so as to improve the effectiveness of the bilingual teacher training,promote the development of faculties and the quality of bilingual teaching in colleges and universities.Methods First,need analysis was done on 45 medical teachers who had taught medical scienc.e in English or intended to do it in Third Military Medical University and four basic modules were formed lectures in class,one on one instruction,self training,simulation teaching.Lectures in class are related to how to improve students' ability of language,make PPT and design teaching plans.One on one instruction focuses on pronunciation,lecture notes writing in English,trial teaching and teaching attitude;self training includes human-computer interaction in listening and speaking,independent preparation for lessons and video learning;simulation teaching is composed of trial lecture in class,teacher-student comments and demo lessons.Then 3 students participating the training was investigated and the analytic hierarchy process (AHP) was applied to calculate the weights of every indices.Results Primary index weights are:0.490 for one-on-one tutoring;0.240 for simulated teaching;0.180 for having English lessons;0.082 for independent learning.Weights of secondary indices are as the following.Trial teaching,the lecture notes writing in English and the training for English pronunciation and teachers' classroom language which are subordinate to the primary index of one-on-one tutoring are 0.180 0,0.150 0 and 0.096 0 respectively;teachers' comments and peer feed-back and demo class under the primary indices of simulated teaching are 0.120 0 and 0.091 0.Conclusion In order to improve the teaching ability in English,it is necessary to strengthen the one-onone tutoring for medical professional teachers,highlight English teachers' comments and peer assessment and excavate the effect of demo classes in the training program.
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@# Objective To explore the effect of Tuina combined with treadmill training on nerve regeneration after sciatic nerve transection. Methods Ninty-six Sprague-Dawley rats were randomly divided into normal group (n=32), model group (n=32) and treatment group (n=32). The sciatic nerve was transected and the epineurium was sutured in the latter two groups. The treatment group was given Tuina manipulation and treadmill training once a day. Eight rats from each group were detected their sciatic nerve conduction velocity (NCV), the number of axons and Schwann cells (SCs) two, three, four and eight weeks after intervention. Results Compared with the model group, the NCV accelerated in the treatment group four and eight weeks after intervention (P<0.05); while the number of axons was significantly different two and four weeks after intervention (P<0.05), and the number of SCs was not very different between the treatment group and the model group after intervention (P>0.05). Conclusion Tuina combined with treadmill training may promote the regeneration of peripheral nerve after injury in rats.
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Objective To reform and assess the English curriculum for medical doctor-post-graduates based on the requirement analysis theory. Methods All of the medical doctor-postgradu-ates in grade 2012 of the Third Military Medical University were surveyed using questionnaires and face-to-face interviews on randomly chosen students,which collected information on the current Eng-lish skill levels,the requirements and the motivations of English learning,the satisfiable degree of English curriculum,and the outcomes of the curriculum reform. Statistical analysis methods were ap-plied in this study,especiallyχ22 test which was used to test the impact of current English levels on the requirements and motivations of English learning and the analysis results were applied to guide the curriculum reform and assessment. Results The questionnaires were handed out for twice,340 in total. Before and after the course setting,168 and 170 effective ones were got respectively. The first questionnaire showed the requirement of English learning wasn't influenced by the current English skill levels (P=0.329). That was to say 70.2%(118/168)of the surveyed students whether they were in level 4 or 6 all desired to improve English listening and speaking skills;and regard to English lear-ning motivations,publishing SCI papers,studying abroad,personal interest,or passing the course's exams accounted for 53.6%(90/168),24.4%(41/168),15.5%(26/168),6.5%(11/168)respec-tively,but relevant to their English levels (P=0.036). Regardless of their English levels,publishing SCI papers was the chief motivation of English learning. However,passing curriculum examinations as a motivation was more relevant to low-level students. The second survey also showed that 86.5%(147/170)students satisfied the setting of ‘listening and speaking’to ‘reading and writing’(2∶1) and 86 . 3%(145/168 )of students considered necessary to have a SCI dissertation writing course . However,once taking it,30.3%(44/145)out of the 86.3%(145/168)students expressed dissatisfac-tion to the course. In addition,about 48.8%(83/170)of students supported the tiered teaching model. Conclusions The requirement analysis technique is conducive to curriculum setting for medical doc-tor-postgraduates. However,the curriculum system needs to be optimized from the aspects of teaching methods,the tiered teaching model,and the teaching staff team. In particular,the cooperation be-tween English language teachers and medical major teachers should be strengthened in order to ap-proach an adequate and effective curriculum.
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Objective To evaluate the clinical applica ti ons of endoscopic thyroid surgery by way of breast areola. Methods We retrospectively analyzed clinical data of 15 cases of endoscopic thyroid surgery through the breast areola approach form August 2002 to June 2004. Proble ms on the selection of surgical methods, indications, contraindications and the safety of the procedures were discussed. Results The operation was completed smoothly in 14 cases, with an operation time of 60~120 min (mean, 100 min), whereas a conversion to open surgery was required in 1 case because o f hemorrhage. No complications were seen. The patients were fully freed of the d isease and discharged from the hospital 7 days after the operation. One patient was diagnosed as having thyroid cancer and was cured with a total thyroidectomy. Follow-up for 3~6 months (mean, 4.5 months) in 13 cases found no recurrence. Conclusions Endoscopic thyroid surgery through breast areola appro ach is safe and applicable, with good cosmetic effects.