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Objective:To explore the application value of situational bilingual teaching in standardized residency training of gynecology.Methods:The study enrolled 64 gynecological residents of Guangzhou Women and Children's Medical Center, and they were randomized into experimental group and control group, with 32 residents in each group. The control group was taught by the traditional teaching method, using self-compiled teaching materials of our hospital. The experimental group was taught by the situational bilingual teaching mode, and the teaching materials were the same as those of the control group. The training time of the two groups was two months. After teaching, the training effect was evaluated through examination and satisfaction survey. SPSS 22.0 software was used for t test and chi-square test. Results:After training, the scores of theoretical knowledge, operation skills and case analysis in the experimental group were significantly higher than those before training and after training in the control group ( P<0.05). The learning interest, autonomous learning ability, theoretical knowledge mastery, clinical thinking ability and communication ability of the experimental group were significantly better than those of the control group ( P<0.05). The number of residents who were very satisfied with the training was significantly higher than that of the control group, and that of residents who were basically satisfied with the training were less than that of the control group ( P<0.05). Conclusion:The application of situational bilingual teaching in the standardized residency training of gynecology has good teaching effects, which can significantly improve the theoretical performance, clinical operation ability and case analysis ability of the training residents, and also improve the satisfaction of the training residents.
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Bilingual teaching is a necessary product in the field of both English teaching and professional courses teaching induced directly by a purpose to catch up with international education level during the process of educational reforms.Yet few researches launched to study possible ways which may improve the curriculum model have been reported in the last five years.In order to follow up the previous studies and present fresh ideas as well as conclusions,this survey reflects the current status of bilingual teaching in eight-year M.D.program from the perspectives of both the teachers and students via questionnaire analysis together with face to face interviews.Moreover,our survey expresses underlying deficiencies of this teaching system from brand-new aspects which have never been discussed before along with their corresponding solutions objectively.
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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 investigate the students' perception and effectiveness of the flipped class model in bilingual education in special population nutrition class.Method Two classes of Shanghai University of Traditional Chinese Medicine were exposed to either the flipped class model or the traditional class model.In the flipped class model,the students were provided a wealth of teaching resources such as short videos before class.In addition,a series of pedagogical approaches were used to develop the students' cognitive ability.The questionnaire survey and class quiz were employed to evaluate the students' perception and effectiveness of the flipped class model.Results The students in the experimental group have significant higher scores in professional vocabulary section [(23.10 ± 0.71) vs.(21.10 ± 0.67)],listening and speaking section [(21.20 ± 0.78) vs.(19.00 ± 0.74)],essay questions section [(37.80 ± 0.96) vs.(34.40 ± 1.15)],and total test scores [(82.20 ± 1.50) vs.(74.50 ± 1.52)] than did the students in the control group.In addition,the flipped class model ignites the students' learning interest,reduces the learning anxiety,and develops their learning autonomy.Conclusion The flipped class model is a highly effective means that promotes the student centered active learning.This study provides reference for implementation of the flipped class model in Chinese medical bilingual education.
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OBJECTIVES: The aim of this meta-analysis is to systematically evaluate nursing students' satisfaction with the textbooks, teachers, teaching methods and overall teaching result in nursing bilingual teaching in China. METHODS: The relevant cross-sectional studies were retrieved from multiple electronic databases including PubMed, Web of Science, Chinese BioMed Database (CBM), China National Knowledge Infrastructure (CNKI) and WanFang Database from inception to August 2015. Studies that measured students' satisfaction with textbooks, teachers, teaching methods, overall teaching result in nursing bilingual teaching in China as outcomes were included. The data were independently extracted using a standardized form and analyzed by STATA (version12.0). RESULTS: A total of thirty-four studies, including 3533 nursing students, were eligible for inclusion in the review. Meta-analyses revealed that nursing students' satisfaction rate of textbooks was 64%, 95%CI (46%, 82%), teachers' teaching attitude was 88%, 95%CI (84%, 92%), teachers' oral expression was 60%, 95%CI (38%, 81%), teachers' pronunciation was 90%, 95%CI (86%, 94%), teachers' teaching ability was 71%, 95%CI (60%, 82%), teaching methods was 69%, 95%CI (52%, 86%) and overall teaching result was 80%, 95%CI (68%, 92%). CONCLUSION: Our results show that nursing students' satisfaction with the textbooks, teachers, teaching methods and overall teaching result is not high in nursing bilingual teaching in China. These findings suggest that future directions for improving bilingual teaching in China include establishing suitable bilingual teaching material, training teaching faculty members and adopting proper teaching methods.
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Education, Nursing/trends , Multilingualism , Personal Satisfaction , China , Humans , Nursing Education Research , TeachingABSTRACT
OBJECTIVE:To Provide reference for improving teaching levels of New Drug Clinical Research and training for pharmaceutical research talents. METHODS:The experiment teaching in 2013 graduate student of the Fourth Military Medical Uni-versity was taken as a pilot,different teaching methods were introduced in various chapters of New Drug Clinical Research,and ap-praisal system was perfected. RESULTS & CONCLUSIONS:Some appropriate methods are established,for example,conductive teaching,problem-based learning,spot-teaching and bilingual-teaching. The appraisal system including usual performance and re-search proposal is established,it has improved enthusiasm and initiative of students,promoted teaching quality,obtained certain achievements,which provides reference for the training methods on the cultivation of innovative and professional pharmaceutical tal-ents.
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[Absrtact] Objective To investigate the effect of anatomic quantitative target evaluation of class-room teaching on students' professional knowledge learning ability. Methods Twenty-five international students of 6-year program of grade 2013 were chosen as the experimental group, while twenty-seven Chinese students coming from the same class of grade 2013 and fifteen international students of 6-year program of grade 2012 were chosen as two control groups; quantitative and non-quantitative evaluation were imple-mented respectively by classroom questions and answers; teaching effects were evaluated by scales in the separation of teaching and examination, by records of answers for in-class questions and by questionnaire survey; SPSS 20.0 was used to make statistical analysis, one-way ANOVA and Kruskal Wallis test to com-pare the scores of three groups of students, P Quantitative evaluation of teaching objectives in anatomy class can improve the learning attitude of foreign students and enhance their academic ability.
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Bilingual teaching is the important teaching method of medical colleges to keep up with the international progress. This article summarizes the experience of bilingual teaching practice in medical imaging, makes a deep analysis on the problems that need to be solved promptly, and suggests some new ideas about the selection of textbook, preparation of teaching slides and teaching mode.
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Objective] To probe into a case of bilingual classroom teaching model in a TCM university, expect to find that if the current bilingual teaching could achieve the goal of raising ability both in disciplinary knowledge and language competence advocated by content-based instruction teaching idea, explore the possible problems and propose some corresponding solutions. [Methods] Empirical research method was used to execute quantification statistics on classroom teaching activity and the discourse between teacher and students, combining with qualitative data from questionnaires and interviews. By the methods above, this paper expected to embody the present situation and problems of the bilingual teaching in a TCM university. [Results] For classroom teaching both in disciplinary knowledge and language forms, there was a phenomenon that input and output forms were single, so that the function of other effective classroom activities was ignored. It was still a teacher-centered classroom with teacher as the main body of classroom. Students' insufficient competence and teachers' limited level were still a main problem to be solved. Compared with time of disciplinary knowledge, focus on language was less and the output time of language was compressed. [Conclusion] It's necessary to richen the classroom teaching mode. Cognition of both teacher and students on bilingual teaching shall change, giving consideration to disciplinary knowledge and language competence, overcoming language weakness and facilitating the two-sided promotion.
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We introduced Case based learning into traditional bilingual teaching, dividing the hepatobiliary surgery teaching into four phases: preview, introduction, group discussion and estimation after class . Through the classroom organization analysis of common cases of liver and gallbladder surgery, we took students as the main body, teacher as the guide, to complete the bilingual teaching. Auxiliary case based learning used in bilingual teaching of liver and gallbladder surgery practice is beneficial to improving the quality of bilingual teaching, and helps to cultivate the students' clinical thinking. However, there are still some deficiencies of the case aided bilingual teaching, which needs continuous improvement.
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Object Compare application of Han or Uyghur and Han-Uyghur bilingual multimedia courseware in continuing medical education for Uygur rural physicians.Methods 54 Uygur rural physicians who accepting continuing medical education were selected to be the study participants.We compared teaching effect between using Han or Uyghur and Han-Uyghur bilingual multimedia coursewares.Results Application of Han Uyghur bilingual multimedia courseware helped to improve learning interest 、confidence、reading ability and the comprehension of course;and improve examination score.Conclusion Application of Chinese-Uyghur bilingual multimedia courseware in continuing medical education for Uygur rural physician can result good learning effect,achieve the purpose of learn ing.
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The British and French language analogy method in bilingual teaching was applied to the clinical students who were learning medical French in Kunming Medical University. Based on the students' good English foundation , a series of problems were solved properly such as contradictions between the professional course and foreign language classes , unmatched textbooks and teaching con-tents, the teachers' quality by lexical analogy and textual analogy and the rational allocation of the British and French language analogy teaching content. The teaching contents and methods were also properly worked out and good results were got.
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Excellent doctor education training plan is an important policy applied by the gov-ernment to enhance the quality of medical personnel training in China. One of the important purposes is to improve the medical students' ability to apply and practice the medical professional English. In order to achieve this purpose, we have applied bilingual teaching for the students of excellent doctor in medical cell biology course. This article mainly introduces some reform measures , which involves training teacher, preparing textbooks and resources, establishing network database, exploring teaching modes, improving teaching methods and means, implementing diversified evaluation methods, and so on. At the same time, we have summarized some problems in the teaching process, and thus put for-ward improvement strategy.
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Objective The feasibility and effectiveness of bilingual teaching combined with CBL (case-based learning) was evaluated in our study. Methods From 2011 to 2012, 69 students from Shanghai Jiaotong University were randomly divided into Bilingual CBL group (36 students) and Chinese CBL group(33 students). A case of salvage of multiple trauma patients was selected as a text-book case and students' acceptance to textbooks and teachers was assessed. Besides, students' self-evaluation, teachers' evaluation of students, students' achievement in procedures and the final theory test scores were evaluated as the outcome of the assessment. Results Students' acceptance of textbook in Bilingual CBL group is lower than that in the Chinese CBL group(P=0.035). Differences in students' evaluation of teacher (P=0.093), students' self-evaluation (P=0.816), and teachers' evaluation of the student(P=0.812) were not statistically significant. Final written examination scores(P=0.100), operat-ing procedures in tracheal intubations (P=0.489), and cardiopulmonary resuscitation (P=0.764) were not statistically different . Only central venous puncture showed a statistical difference ( P=0 . 011 ) . Conclusions Medical bilingual CBL teaching is feasible, without affecting the original teaching of medical knowledge. Bilingual teaching can improve students' English proficiency and enhance their interest in learning.
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Control of teaching quality plays a very important role in the stable improvement of teaching quality. Establishing a scientific and effective teaching quality control model is conductive to strengthening the teaching management and improving the teaching quality. In the research and prac-tice of teaching quality monitoring mode,we explored and constructed a new monitoring mode-collec-tive teaching demonstration in English,which laid a solid foundation for improving bilingual teaching quality and realizing the sustainable development.
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Objective Research the bilingual teaching of medical organic chemistry experiment. Methods PBL teaching method was used in bilingual teaching of medical organic chemistry experiment. Results As a result, we improved the effect of bilingual teaching in medical organic chemistry experiment. Conclusion Teaching research found that the teaching mode with a problem-centered and students-orientation approach has improved students' analysis and problem solving skills. During the process of teaching, the students have enhanced their enthusiasm of study.
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Bilingual education is developing in the our country. Bilingual teaching faculty will directly determine the quality of bilingual education. To understand the needs of bilingual teachers,a survey was executed. Bilingual teaching team was established by teachers of school of public health of Peking University. The team investigated on related teaching faculty based on domestic development needs of bilingual education thus to provide training for bilingual teachers. Based on practice of teach-er training ,this paper aimed to explore the effective methods for improving teacher's quality and bilingual teaching ability from the training methods and contents.
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Objective To investigate the current situation and problems of bilingual English teaching for students majored in foreign-related nursing and to explore its countermeasures.Methods Selfmade questionnaire survey was conducted anonymously among 69 undergraduate students majored in foreign-related nursing.Students' basic information,self-evaluation of English level,classroom interaction,evaluation and satisfaction of the curriculum,their conception of curriculum necessity,elective reasons,preferences of teaching methods and learning style,learning interest,as well as confidence in learning were investigated.Excel 2007 was used to do statistical analysis.Results 92.42％ questionnaire was effectively recovered.It is suggested that this group of students' public English background was strong (90.16 ％ passed CET-4).Students have low sense of self-identity and lack of confidence in themselves (self-rated English:‘ very good' for 0％,‘ good' for 1.64％,‘ general' for 52.46％,‘ bad' for 39.34％,‘ very poor' for 6.56％).They knew the necessity of the curriculum clearly,but paid less attention to it (extracur-ricular professional English learning time of 68.85％ was less than 30 minutes; 21.31％ of them hardly took time to learn).There were significant differences in favorable proportion of English teaching among stu-dents,from less than 50％ to 100％ respectively.Poor speaking and listening ability and poor profes-sional vocabularies had negative impact on classroom interaction.Conclusions Faculty need to make efforts in inspiring students' interest of learning,improving students' English speaking and listening abilities as well as confidence cultivation and further explore curriculum planning.
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We applied bilingual teaching in internal medicine for students in our school from 2003 in order to cultivate medical students of high quality and to improve their ability in using professional foreign language.We analyzed our experiences from the aspects of teaching object,selection of teachers and teaching methods and summarized some problems during the process.We got the conclusions that only through strengthening bilingual teaching materials compiling,training young teachers and adopting diversified bilingual teaching means,can we achieve better bilingual teaching effect.
