Guan Wenyu, Scott Timothy
Department of Foreign Languages, Guangdong Medical University, Dongguan, China.
Graduate School of Human Sciences, Assumption University, Bangkok, Thailand.
Teach Learn Med. 2024 Jun 19:1-14. doi: 10.1080/10401334.2024.2368074.
In China, medical English courses are critical to medical education, equipping Chinese students with the linguistic tools necessary for international medical practice and collaboration. However, a disconnect persists between the pedagogical approaches of medical practitioners and language educators, leading to a curriculum that emphasizes grammatical accuracy over practical communication skills. This misalignment results in student disengagement and falls short of addressing the real-world demands of the medical profession. With the growing importance of English proficiency in the global health sector, the need for significant improvements in medical English education is evident. This study delves into the underlying causes of student demotivation and aims to reconcile educational delivery with the evolving expectations of the medical field. Insights gained from this research will inform targeted interventions, promising to enhance medical English courses and support improved educational experiences for Chinese medical undergraduates. This cross-sectional quantitative study surveyed 3,046 second-year medical students from four medical universities in Guangdong Province, China, leveraging means-analysis and Expectancy-Disconfirmation Theory (EDT) as its foundation. The research was conducted at the end of the 2022-2023 academic year, utilizing a questionnaire to assess students' perceptions of their medical English courses. Importance-Performance Analysis (IPA) was the primary analytical tool to discern discrepancies between students' expectations and experiences. The IPA revealed that course content, classroom environment, and instructor effectiveness were pivotal factors influencing the perceived quality of the medical English courses. Students expressed a need for practical and relevant course material, with current content and textbooks falling short of preparing them for future medical communication demands. Additionally, while learning technologies were acknowledged, there was a discernible preference against their excessive application, suggesting a misalignment between student satisfaction and learning outcomes. This study highlights the need for innovative staffing models, refined qualifications for part-time instructors, development of collaborative and practical teaching materials, and focused training for medical English instructors. It also emphasizes the judicious integration of e-learning to enhance the learning experience. These insights aim to improve instruction quality by informing potential pedagogical adjustments and resource allocations in medical English education.
在中国，医学英语课程对医学教育至关重要，它为中国学生提供了国际医疗实践与合作所需的语言工具。然而，医学从业者与语言教育工作者的教学方法之间仍存在脱节现象，导致课程强调语法准确性而非实际沟通技巧。这种不一致导致学生积极性不高，无法满足医学专业的实际需求。随着英语能力在全球卫生领域的重要性日益凸显，医学英语教育急需大幅改进。本研究深入探究学生缺乏动力的根本原因，旨在使教育教学与医学领域不断变化的期望相协调。从这项研究中获得的见解将为有针对性的干预措施提供依据，有望改进医学英语课程，并为中国医学本科生提供更好的教育体验。 这项横断面定量研究对来自中国广东省四所医科大学的3046名二年级医学生进行了调查，以均值分析和期望-不一致理论（EDT）为基础。该研究于2022-2023学年末进行，使用问卷来评估学生对医学英语课程的看法。重要性-表现分析（IPA）是辨别学生期望与体验之间差异的主要分析工具。 IPA显示，课程内容、课堂环境和教师效能是影响医学英语课程感知质量的关键因素。学生表示需要实用且相关的课程材料，而目前的内容和教科书未能让他们为未来的医学沟通需求做好准备。此外，虽然学习技术得到认可，但明显存在对其过度应用的抵触情绪，这表明学生满意度与学习成果之间存在不一致。 本研究强调需要创新人员配置模式、完善兼职教师资质、开发协作性和实用性教材，并对医学英语教师进行针对性培训。它还强调明智地整合电子学习以提升学习体验。这些见解旨在通过为医学英语教育中的潜在教学调整和资源分配提供信息来提高教学质量。
