Faculty of Basic Medical ScienceKunming Medical University, Kunming, Yunnan, People's Republic of China.
Adv Physiol Educ. 2024 Dec 1;48(4):712-719. doi: 10.1152/advan.00269.2023.
Reading English academic articles is the cornerstone of innovative medical education and scientific research. However, limited by both language and professional knowledge, many nonnative English-speaking undergraduate medical students have a fear of reading English academic articles. The purpose of this study was to explore whether cognitive load theory can be a useful guiding strategy to promote English medical education article reading among Chinese undergraduates, while also evaluating students' attitudes toward the reading activities and cognitive load entailed in the last article they read. In the reading activities, students needed to read 19 English academic articles that are closely related to their courses. A questionnaire was administered after the students finished reading the 19th article to determine their attitudes toward reading English medical education articles and the cognitive load involved in reading the 19th article. The results showed that students' overall perceptions of reading English medical education articles were positive. Most students felt that their ability to read English academic articles and related skills had improved. The mean scores for students' intrinsic and germane cognitive loads in reading the 19th article were 6.44 ± 1.81 and 6.92 ± 2.05, respectively. The mean score for the extraneous cognitive load was 2.31 ± 2.63. In conclusion, the cognitive load theory can serve as the basis for an effective strategy to guide English medical education article reading activities among undergraduates in China. Meanwhile, students' attitudes toward the reading activities were favorable, and they read the latest article within an acceptable cognitive load. Many nonnative English-speaking undergraduates have a fear of reading English academic articles. This study was performed to explore whether cognitive load theory can be a useful guiding strategy to promote English article reading among Chinese medical undergraduates. The results showed that cognitive load theory can serve as the basis for an effective strategy to guide English medical education article reading activities among undergraduates in China, and students' attitudes toward the reading activities were favorable.
阅读英文学术文章是创新医学教育和科研的基石。然而，由于语言和专业知识的限制，许多非英语母语的本科医学生对阅读英文学术文章感到恐惧。本研究旨在探讨认知负荷理论是否可以作为一种有用的指导策略，以促进中国本科生的英语医学教育文章阅读，同时评估学生对他们阅读的最后一篇文章所涉及的阅读活动和认知负荷的态度。在阅读活动中，学生需要阅读 19 篇与课程密切相关的英文学术文章。在学生读完第 19 篇文章后，会进行一项问卷调查，以确定他们对阅读英文医学教育文章的态度以及阅读第 19 篇文章所涉及的认知负荷。结果表明，学生对阅读英文医学教育文章的总体看法是积极的。大多数学生认为他们阅读英文学术文章的能力和相关技能有所提高。学生在阅读第 19 篇文章时的内在和相关认知负荷的平均得分为 6.44±1.81 和 6.92±2.05，而外在认知负荷的平均得分为 2.31±2.63。总之，认知负荷理论可以作为指导中国本科生英语医学教育文章阅读活动的有效策略的基础。同时，学生对阅读活动的态度是积极的，他们在可接受的认知负荷范围内阅读最新的文章。许多非英语母语的本科生对阅读英文学术文章感到恐惧。本研究旨在探讨认知负荷理论是否可以作为一种有用的指导策略，以促进中国医学本科生的英语文章阅读。结果表明，认知负荷理论可以作为指导中国本科生英语医学教育文章阅读活动的有效策略的基础，学生对阅读活动的态度是积极的。
