Flipped classroom teaching design of college English integrated with medical humanities based on POA / 中华医学教育探索杂志

The English curriculum in medical university can include English for general purpose (EGP), English for medical academic purposes (EMAP) and English for medical occupational purposes (EMOP). Teachers can dig deeply the medical humanities elements in the teaching materials, enrich the medical humanities knowledge and expand the medical terms. Combining production-oriented approach (POA) and online course, the teachers set up study groups, design medical scenarios, assign production tasks and carry out flipped classroom teaching practice. The three stages of POA, motivating, enabling and assessing, can organically connect pre-class, in-class and after-class. This model can cultivate effectively the medical students language competency, critical thinking ability and cooperative ability and improve their humanistic quality, and at the same time, it also poses higher requirements and challenges for front-line English teachers and students.

Research on EAP teaching model in medical university based on the concept of CBI (Content-based instruction) / 中华医学教育探索杂志

CBI (Content-based instruction) , integrating the content and language, can be used to guide teaching EAP (English for academic purposes). Main Teaching Models based on CBI (Content-based instruction) include immersion model, theme-based instruction and content for language practice. EGAP (English for general academic purposes) curriculum can be set up in medical universities in the second and third academic years, such as medical integrated course, medical listening & speaking course, medical writing course. ESAP (English for specific academic purposes) curriculum can be set up in the fourth and fifth academic years, such as clinical English,nursing English and stomato-logical English. Theme-based instruction can be applied in medical integrated course and listening&speaking course, including creating situation to lead in the theme, assigning tasks to experience the theme, setting topics to deepen the theme and giving assignment to explore the theme. Content for language practice model can be applied into medical writing course, such as teacher's demonstrating and explaining, students' absorbing and imitating and mutual evaluating. Immersion model can be used in ESAP (English for specific academic purposes), such as choosing typical cases to teach in English, teaching ward round in English, doctor-patient communication in English. Preliminary practice was carried out for one year, experimental class with theme-based instruction and content for language practice model, and control class with traditional teacher-centered teaching model. At the end of the practice, they were given the same test and questionnaire, it was found that CBI teaching models facil-itated to improve the students' English level and also enhanced their study motive and independent study ability.