“参与式”双语教学在核医学教学中的初步应用

Preliminary application of participatory bilingual teaching in nuclear medicine teaching

目的探讨"参与式"双语教学在核医学教学中应用的可行性及价值。方法以相同的《核医学》课程章节为教学内容,对重庆医科大学2014级临床医学七年制及五年制的学生采用传统"灌输式"双语教学,对2015级采用"参与式"双语教学,以阶段性小测试、问卷调查及期末测试评价两种教学模式的效果。结果在阶段性小测试中,"参与式"双语教学的平均成绩、病例分析成绩和英文题目成绩[七年制:(82.13±10.72)分、(35.74±4.13)分、(23.03±3.40)分;五年制:(78.66±12.75)分、(34.30±5.59)分、(22.45±2.91)分]均高于"灌输式"教学[七年制:(79.21±11.31)分、(33.86±5.23)分、(22.12±2.75)分;五年制:(75.29±10.81)分、(32.70±6.04)分、(21.36±3.09)分],差异具有统计学意义(P<0.05)。问卷调查结果显示,"参与式"教学总满意度优于"灌输式"教学。期末测试中"参与式"教学组的成绩亦优于"灌输式"教学,但差异不具有统计学意义。结论在临床医学专业学生的核医学教学过程中,"参与式"双语教学模式能显著提升教学效果,高效完成教学目标。

Objective To investigate the feasibility and value of participatory bilingual teaching in nuclear medicine teaching.Methods With the same chapter of Nuclear Medicine as the teaching contents,the traditional method of cramming bilingual teaching was used for the clinical medical students in the class of 2014 of the seven-year program and the five-year program,and the method of participatory bilingual teaching was used for the students in the class of 2015.The methods of periodical achievement test,questionnaire survey,and final examination were used to evaluate the teaching effect of the above two teaching modes.Results In the periodical achievement test,the participatory bilingual teaching group had significantly higher scores than the cramming teaching group in terms of mean score,case analysis,and English questions[seven-year program:(82.13±10.72),(35.74±4.13),and(23.03±3.40)vs.(79.21±11.31),(33.86±5.23),and(22.12±2.75),P<0.05;five-year program:(78.66±12.75),(34.30±5.59),and(22.45±2.91)vs.(75.29±10.81),(32.70±6.04),and(21.36±3.09),P<0.05].The questionnaire survey showed that participatory bilingual teaching had a better degree of satisfaction than cramming teaching.The participatory bilingual teaching group had a better score than the cramming teaching group in the final examination,but with no significant difference between the two groups.Conclusions In the teaching of nuclear medicine,the participatory bilingual teaching mode can significantly improve teaching effect and achieve the teaching goal efficiently.