Department of Pathogen Biology, Nanjing Medical University, Nanjing, Jiangsu, 211166, People's Republic of China.
School of Public Health, Nanjing Medical University, Nanjing, 211166, Jiangsu, China.
BMC Med Educ. 2019 Aug 1;19(1):295. doi: 10.1186/s12909-019-1731-7.
There is a dearth of published literature that demonstrates the impact of a Guide to Reading Biomedical English Literature course on new Chinese medical postgraduates. Keeping this gap in mind, the objectives of this study were to assess the factors associated with course effectiveness using the teacher, postgraduate and organizational factors.
This study was conducted at Nanjing Medical University from December 2014 to December 2015. The participants were 440 new graduate students from different medical specialties. At baseline, each student was assessed for teacher factors, individual factors and organizational factors using a self-administered structured scored anonymous questionnaire. After that, Pearson chi-square analysis was conducted to evaluate the factors that impact teacher factors (knowledge level, teaching style, individualized teaching, logical teaching, heuristic teaching, literature difficulty, bilingual teaching), individual factors (gender, attitude toward studying, previewing literature, English literacy level) and course management (such as teaching objectives and assessment system) on this course. Furthermore, multiple logistic regression analyses were performed to determine the impact of the above factors on our outcome variables (knowledge level, teaching style, individualized teaching, heuristic teaching, study attitude, previewing literature, management).
Nearly all of the participants (420 of 440, 95.5%) thought this course was helpful for learning to read scientific literature and understanding scientific research design. Multivariate logistic regression analyses showed that the participants perception of the course as effective was associated with teachers' high knowledge level (Adjusted Odds Ratio, AOR = 49.673; 95% confidence interval, 95% CI = 4.28, 575.90). In addition, heuristic teaching was found to be significantly associated with a positive teaching effect of teaching (AOR = 12.76; 95% CI = 1.78, 91.64). Furthermore, the participants perception of the course as effective was associated with positive attitude toward studying (AOR = 25.004; 95% CI = 2.51, 249.09). Previewing literature was also associated with course effectiveness (AOR = 0.02; 95% CI = 0.04, 0.11).
This study indicated that the course effectiveness of the Guide for Reading Biomedical English Literature was associated with i) teachers' knowledge, ii) heuristic teaching, iii) students' positive attitude, and iv) students' previewing literature.
目前发表的文献很少能证明阅读生物医学英语文献指南课程对中国新医学研究生的影响。考虑到这一差距，本研究的目的是使用教师、研究生和组织因素来评估与课程效果相关的因素。
本研究于 2014 年 12 月至 2015 年 12 月在南京医科大学进行。参与者为来自不同医学专业的 440 名新研究生。在基线时，每位学生使用自我管理的结构化评分匿名问卷评估教师因素、个人因素和组织因素。之后，进行 Pearson 卡方分析，以评估教师因素（知识水平、教学风格、个性化教学、逻辑教学、启发式教学、文献难度、双语教学）、个人因素（性别、学习态度、预习文献、英语素养水平）和课程管理（如教学目标和评估系统）对该课程的影响。此外，还进行了多变量逻辑回归分析，以确定上述因素对我们的结果变量（知识水平、教学风格、个性化教学、启发式教学、学习态度、预习文献、管理）的影响。
几乎所有参与者（440 名中的 420 名，95.5%）认为该课程有助于学习阅读科学文献和理解科学研究设计。多变量逻辑回归分析显示，参与者对课程效果的认知与教师的高知识水平相关（调整后的优势比，AOR=49.673；95%置信区间，95%CI=4.28，575.90）。此外，启发式教学与积极的教学效果显著相关（AOR=12.76；95%CI=1.78，91.64）。此外，参与者对课程效果的认知与积极的学习态度相关（AOR=25.004；95%CI=2.51，249.09）。预习文献也与课程效果相关（AOR=0.02；95%CI=0.04，0.11）。
本研究表明，阅读生物医学英语文献指南课程的效果与 i）教师的知识、ii）启发式教学、iii）学生的积极态度和 iv）学生的预习文献有关。
