Azuma Miu, Nomura Osamu, Sakuma Takaya, Soma Yuki
School of Medicine, Hirosaki University, Hirosaki, Aomori, 036-8562, Japan.
Department of Emergency and Disaster Medicine, Hirosaki University, Hirosaki, Aomori, 036-8562, Japan.
MedEdPublish (2016). 2022 Apr 6;12:25. doi: 10.12688/mep.19042.1. eCollection 2022.
In response to globalism, many East-Asian countries now include a Medical English course in their undergraduate medical education syllabus. The purpose of this study was to explore the relationship between the related attribute factors of students' motivation to learn medical English through an online modality. Of 134 eligible fourth-year medical students who participated in an Online Medical English course at a Japanese medical school, 105 were enrolled in this single cohort study. The participants completed pre- and post-course surveys regarding their motivation during the course, including perceived academic control and task value, and their assignment scores. A structural equation model was used to examine the hypothesized relationship of constructs, based on control-value theory. The model showed a good fit for the data (χ [df=7] = 1.821, p=0.969, CFI = 1.000, RMSEA < 0.001, SRMR < 0.05, GFI = 0.993, AGFI = 0.980). The latent variables of the perceived course achievement related to the observed variables of academic control and task value scale scores, and negatively predicted willingness for self-study after course completion. In addition, the preference of English as the course language negatively predicted willingness for self-study of medical English. Choice of English as the language of instruction and perceived high course achievement negatively predicted students' motivation for further English self-study after the class. The importance of incorporating the perspective of lifelong learning into the teaching of medical English was recognized.
为应对全球化，许多东亚国家现在将医学英语课程纳入其本科医学教育教学大纲。本研究的目的是通过在线模式探讨学生医学英语学习动机的相关属性因素之间的关系。在一所日本医学院参加在线医学英语课程的134名符合条件的四年级医学生中，105名被纳入了这项单队列研究。参与者完成了关于他们在课程期间动机的课前和课后调查，包括感知到的学业控制和任务价值，以及他们的作业成绩。基于控制-价值理论，使用结构方程模型来检验假设的构念关系。该模型对数据拟合良好（χ[自由度 = 7] = 1.821，p = 0.969，CFI = 1.000，RMSEA < 0.001，SRMR < 0.05，GFI = 0.993，AGFI = 0.980）。感知到的课程成就的潜在变量与学业控制和任务价值量表分数的观测变量相关，并对课程完成后的自学意愿产生负向预测。此外，对英语作为课程语言的偏好对医学英语自学意愿产生负向预测。选择英语作为教学语言和感知到的高课程成就对学生课后进一步英语自学的动机产生负向预测。人们认识到将终身学习的视角纳入医学英语教学的重要性。
