The feasibility study of bilingual teaching rounds in vascular surgery teaching_Chinese Journal of Evidence-Based Medicine

Authors：

WU Zhoupeng ,  ZHAO Jichun , ZENG Guojun

Department of Vascular Surgery, West China Hospital of Sichuan University, Chengdu, 610041, P.R.China;

Corresponding?author：

ZHAO Jichun, Email: hxyyzjc@126.com

Keywords：

Bilingual teaching rounds; Vascular surgery; Feasibility

DOI：

10.7507/1672-2531.201612099

Video：

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Objective To analyze the feasibility, possible problems and application of bilingual teaching rounds in vascular surgery teaching. Methods Ninety participants included internship, interns and residents of standardized training from 2015 to 2016 in vascular department of West China Hospital of Sichuan University were included. The questionnaire named the feasibility of bilingual rounds in surgery teaching was done and analyzed in all of these students. The results of the evaluation score from different teachers on their teaching process were also analyzed. Results Three groups could accept bilingual teaching rounds of this teaching form, and all of them were willing to be involved in, but their English levels and acceptance participate times were different. The CET4 levels of three groups did not have any difference; however, the CET6 levels had significant difference. There were significant differences in the preparation times and the review times (all P values <0.05), and there were no difference in acceptance, value and promote degree (all P values >0.1). In different teaching teachers' self assessment on the same objective, there was significant differences (all P values <0.05). Conclusion Bilingual rounds in surgery teaching have certain feasibility. Different adjustments are needed according to the English level and the grade, and higher request of the teacher is necessary.

Citation： WU Zhoupeng, ZHAO Jichun, ZENG Guojun. The feasibility study of bilingual teaching rounds in vascular surgery teaching. Chinese Journal of Evidence-Based Medicine, 2017, 17(6): 640-643. doi: 10.7507/1672-2531.201612099 Copy

1.	陳志宇, 陳耿, 王曙光. 案例輔助雙語教學在肝膽外科見習中的應用. 中華醫學教育探索雜志, 2015, 14(3): 306-308.
2.	劉嵐, 曾永秋. 卓越醫生教育培養中雙語教學探索. 中華醫學教育探索雜志, 2014, 13(9): 902-905.
3.	Aral YC, Yasui H, Isal H, et al. The review of innovative integration of Kampo medicine and western medicine as personalized medicine at the first multidisciplinary pain center in Japan. EPMA J, 2014, 5(1): 10-15.
4.	Harbinson MT, Bell D. How should teaching on whole person medicine, including spiritual issues, be delivered in the undergraduate medical curriculum in the United Kingdom? BMC Meal Educ, 2015, 15(5): 95-109.
5.	朱冰, 楊建茹. 醫學生臨床雙語教學模式探討. 重慶醫學, 2014, 43(32): 4401-4403.
6.	王晨, 徐有青. 臨床醫學研究生的專業英語教學方法及效果評價. 中國醫療前沿, 2009, 4(3): 52-53.
7.	黎承平, 李維佳, 聶波. 開展血液病雙語教學查房, 提高臨床教學質量. 昆明醫學院學報, 2007, 28(3): 437-440.
8.	周熙惠, 劉小紅, 史瑞明. 七年制醫學生兒科學專業雙語教學的實踐與思考. 西北醫學教育, 2004, 12(2): 126-127.
9.	張靜, 陶紅, 桂莉. 急救護理學雙語教學的嘗試與思考. 中華護理雜志, 2004, 39(1): 48-49.
10.	Jhaveri KD, Sparks MA, Shah HH, et al. Why not ncphrology? A survey of US internal medicine subspecialty fellows. Am J Kidney Dis, 2013, 61(4): 540-546.
11.	陳嵐. 《內科學》雙語教學的實踐與探索. 重慶醫學, 2015, 44(10): 1431-1432.
12.	Sparks MA, Lerma EV, Kupin W, et al. NephMadncss 2015: nephrology as a cornerstone of medicine . Am J Kidney Dis, 2015, 65(3): 375-377.
13.	Vats R, Thomas S. A study on use of animals as Waditional medicine by Sukuma Tribe of Busega District in North-western Tanzania. J Ethnobiol Etlmomed, 2015, 11(10): 38-49.
14.	Konopleva EL, Ostapcnko VM. The business game as a form of organization of competent approach in teaching of history of medicine. Probl Sotsialnoi Gig Zdravookhranenniiailstor Med, 2015, 23(1): 51-52.

1. 陳志宇, 陳耿, 王曙光. 案例輔助雙語教學在肝膽外科見習中的應用. 中華醫學教育探索雜志, 2015, 14(3): 306-308.
2. 劉嵐, 曾永秋. 卓越醫生教育培養中雙語教學探索. 中華醫學教育探索雜志, 2014, 13(9): 902-905.
3. Aral YC, Yasui H, Isal H, et al. The review of innovative integration of Kampo medicine and western medicine as personalized medicine at the first multidisciplinary pain center in Japan. EPMA J, 2014, 5(1): 10-15.
4. Harbinson MT, Bell D. How should teaching on whole person medicine, including spiritual issues, be delivered in the undergraduate medical curriculum in the United Kingdom? BMC Meal Educ, 2015, 15(5): 95-109.
5. 朱冰, 楊建茹. 醫學生臨床雙語教學模式探討. 重慶醫學, 2014, 43(32): 4401-4403.
6. 王晨, 徐有青. 臨床醫學研究生的專業英語教學方法及效果評價. 中國醫療前沿, 2009, 4(3): 52-53.
7. 黎承平, 李維佳, 聶波. 開展血液病雙語教學查房, 提高臨床教學質量. 昆明醫學院學報, 2007, 28(3): 437-440.
8. 周熙惠, 劉小紅, 史瑞明. 七年制醫學生兒科學專業雙語教學的實踐與思考. 西北醫學教育, 2004, 12(2): 126-127.
9. 張靜, 陶紅, 桂莉. 急救護理學雙語教學的嘗試與思考. 中華護理雜志, 2004, 39(1): 48-49.
10. Jhaveri KD, Sparks MA, Shah HH, et al. Why not ncphrology? A survey of US internal medicine subspecialty fellows. Am J Kidney Dis, 2013, 61(4): 540-546.
11. 陳嵐. 《內科學》雙語教學的實踐與探索. 重慶醫學, 2015, 44(10): 1431-1432.
12. Sparks MA, Lerma EV, Kupin W, et al. NephMadncss 2015: nephrology as a cornerstone of medicine . Am J Kidney Dis, 2015, 65(3): 375-377.
13. Vats R, Thomas S. A study on use of animals as Waditional medicine by Sukuma Tribe of Busega District in North-western Tanzania. J Ethnobiol Etlmomed, 2015, 11(10): 38-49.
14. Konopleva EL, Ostapcnko VM. The business game as a form of organization of competent approach in teaching of history of medicine. Probl Sotsialnoi Gig Zdravookhranenniiailstor Med, 2015, 23(1): 51-52.

Chinese Journal of Evidence-Based Medicine

The feasibility study of bilingual teaching rounds in vascular surgery teaching

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