Student-centered, humanities-guided teaching of the “Medical Practical English” course and its assessment

Course objective design

“Medical Practical English” has been developed based on the philosophy of student-centered education to fulfil the needs of humanistic education (Figure 1). This course is structured around three core teaching objectives: (1) to facilitate the accumulation of medical English knowledge and foster academic advancement; (2) to cultivate clinical communication skills and enhance reading and writing proficiency in medical articles; and (3) to nurture a scientific mindset and expand intellectual horizons.

Figure 1:

The course design flowchart.

Students’ preparation course information

A total of 112 students were included. All these students have completed the following courses that prepare them for this course: (1) Humanities and Social Sciences courses; (2) public fundamental courses, such as College English, Mathematics, Physics, Basic Chemistry, Organic Chemistry, Fundamentals of Programming, and General Psychology; (3) basic medical science course, such as Life Sciences Introduction, Medical Genetics and Embryonic Development, Metabolic Biochemistry, Host Defense and Immunity, General Pharmacology, Pathology, and General Physiology. Meanwhile, all students have finished the course of early clinical exposure and begun clinical probation.

Enrich offline and online resources

Medicine is not only a subject steeped in tradition but also keeps pace with current affairs. Real-time updates from English-language media platforms serve as excellent educational resources. By integrating these medical news items into our curriculum, we enhance the learning process. For instance, an animated video elucidating the mechanisms of novel coronavirus pneumonia was introduced in the classroom, resonating with students and honing their medical English “reading and listening” skills amidst the ongoing COVID-19 pandemic.

In addressing the “writing and speaking” skills required for medical English proficiency, and acknowledging the scientific, professional, and systematic nature of modern Western medicine, we impart scientific writing techniques anchored in recent research findings. Students are then tasked with writing on designated topics to hone their composition skills and cultivate a sense of scientific rigor. Additionally, team-based mini-videos on popular medical research topics are created, encouraging students to engage more frequently in English conversation and overcome their apprehension towards spoken English during the filming process. Concurrently, this collaborative video production guides the development of students’ teamwork abilities and multi-faceted capabilities in new media editing and post-production.

Innovate teaching modes

Reform learning assessments

Utilizing the online intelligent education platform, we automatically generated a multi-dimensional grading system encompassing individual self-assessment, peer mutual assessment, and teacher review. This assessment system develops a diverse, incremental process-oriented evaluation with an emphasis on stimulating learning motivation and professional ambition. The evaluation criteria are distributed as follows: 10 % class attendance, 10 % participation in class quizzes and activities, 20 % English mini-reviews, 20 % team-based mini-videos, 20 % doctor-patient scenario simulations, and 20 % final exam (Table 1).

We have expanded our evaluation method to include assessments of popular science video production and mock thesis writing, introduced in our previous teaching reforms, to provide students with feedback during the evaluation process. Recognizing that every student enrolled in the course possesses a strong foundation in English, we prioritized student action, allowing them to “practice” first and then adapt our teaching to their diverse situations and challenges. Consequently, we maximized our time to address each student’s weakness in medical English writing, translation, and spoken communication. This course also integrated the requirements of humanistic education by innovatively introducing a clinical “patient evaluation system” as the assessment mode. In clinical settings, the evaluation of a doctor largely depends on patient satisfaction, including whether their doubts and issues are resolved. This demands not only rigorous scientific knowledge but also humanistic communication skills. By constructing authentic clinical scenarios, we encouraged students to learn independently, enhancing their autonomy and teamwork. During self-assessment and peer evaluation, “patients” appraised “doctors”, measuring not only students’ mastery and application of medical English knowledge but also their communication skills. Meanwhile, students observing from the sidelines also acted as examiners to pose questions during each case. Thus, every student actively engaged in accumulating relevant medical English expertise, integrating it with personal reflection. This exchange of differing opinions and viewpoints on medical English knowledge fosters deeper understanding and promotes thoughtful consideration of medical humanities.

Feedback on achievement

Three distinct survey questionnaires were meticulously designed to garner comprehensive feedback on student achievements.

The initial set of questionnaires, replete with detailed descriptions, was disseminated universally among all students. Its primary objective was to delve into the motivations behind their enrollment in the course, encompassing factors such as career advancement requirements, credit acquisition, personal interests, and preparatory needs for future studies abroad. To facilitate a nuanced comparison, these questionnaires were collected both prior to and after the course’s conclusion.

The second set of questionnaires, equally rich in descriptive detail, was administered with the intent of gathering self-assessments from students regarding the array of medical English competencies necessitated by the course. In alignment with the first set, these were also gathered at the course’s inception and denouement to enable a comparative analysis of progress and perception shifts.

Lastly, a targeted approach was employed for the third set of questionnaires, which were randomly distributed among a selected group of six students. This strategic sampling aimed to elicit specific, granular feedback pertaining to the course’s various facets. By doing so, it ensured a holistic evaluation of the course’s efficacy and its impact on student satisfaction, thereby enriching our understanding of its overall success and areas for potential enhancement.

Analysis of students’ sentiments and interests at various stages: before, during, and after the course

The initial research phase is dedicated to comprehending students’ needs, thereby informing the course design. Mid-course evaluations facilitate adjustments based on intermediate feedback, while end-of-course assessments consolidate and reflect upon the cumulative student input, serving as a benchmark for enhancing future course iterations and fulfilling the commitment to continuous improvement.

Statistical outcomes revealed a universal acknowledgment among students of the paramount importance of medical English, accompanied by a significant rise in their interest in applying English language skills to medical practice throughout the course. Prior to the classes, merely 10 % of students enrolled due to personal interest, a figure that surged to 76 % post-classes. Additionally, the majority of students (96 %) post-classes acknowledged the critical role of medical English in their career development. Furthermore, there was a 10 % increase in students expressing a desire for international exchanges and advanced studies following the course (Figure 2, Table 2).

Figure 2:

The survey results of students’ attitudes toward medical English before and after class.

The progression of students’ self-reported proficiency in medical English

This course adopts a student-centered approach, tailoring the curriculum to resonate with their interests and sentiments towards the subject matter, all while emphasizing the enhancement of comprehensive skills in listening, speaking, reading, and writing within the medical English context. Students are encouraged to independently reassess and rate their own competencies in medical English both before and after participating in the class. By harnessing educational psychology principles, this method enables students to self-acknowledge their learning milestones, thereby boosting their sense of achievement in mastering medical English. Simultaneously, it assists the course in identifying areas requiring reinforcement and supplementation. Overall, there has been a marked improvement in both practical skills and medical knowledge among medical English majors as a direct consequence of this course (Table 3). Specifically, the writing ability score escalated from 71.1 to 86.3 (a 15.2 % increase), the reading and translation ability score rose from 76.4 to 91.2 (a 14.8 % increase), the listening ability score improved from 73.2 to 87.1 (a 13.9 % increase), the speaking ability score went up from 68.3 to 82.7 (a 14.4 % increase), and the clinical communication ability score augmented from 64.8 to 80.3 (a 15.5 % increase).

The enhancement of English skills within a medical context, along with the program’s overall value

We facilitated unstructured discussions to glean insights into students’ post-class experiences. A synthesis of the student feedback regarding improvements in English proficiency for medical scenarios and associated competencies is outlined as follows: (1) augmented understanding of humanities and cultural nuances; (2) consolidation of foundational language skills; (3) exposure to research methodologies and clinical practices that nurture innovative capabilities pertinent to their specialized fields (Table 4).