Application study on content -based instruction teaching in respiratory medicine English teaching / 中华医学教育探索杂志

ABSTRACT

Objective To discuss the application effects of CBI teaching method in medical English Teaching of respiration medicine. Methods Dividing 120 students of Grade 2009 in Jining Medical College into two groups including control group (60) and experimental group (60). The tradi-tional teaching method was adopted in the control group and CBI teaching method was adopted in the experimental group. After finishing the courses, medical professional English level test and standard-ized patients test were applied in the two groups. Students' English studying interests and autonomous English learning ability were also investigated by questionnalres. SPSS 17.0 software was used for sta-tistical analysis, and the data were processed by t test and 字2 test, with the level of a test equal to 0.05. Results The medical professional English level test scores, standardized patients test scores and the total average scores of autonomous English learning ability in experimental group were respectively [(81.97±4.91), (80.33±5.85), (3.88±0.38)], and they were significantly higher than those in the control group [(70.40±4.78), (70.48± 4.79), (2.98±0.26), with P values below 0.01]. Satisfaction degrees in the improvement of learning motivation, learning time, learning method, learning attitude and dealing with study difficulties in experimental group were better than those of control group (χ2=13.084, 8.000, 13.297, 11.627, 13.374, P=0.000). Conclusion CBI teaching method is better than traditional teaching method and it transfers English learning into the learning of professional knowledge and skills of respiratory medicine, stirs the interests of students, improves their autonomous English learning ability and strengthens their abilities to learn and apply English language.