Preliminary application of participatory bilingual teaching in nuclear medicine teaching
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.
Participatory teaching modeBilingual teachingNuclear medicine
NETL
NSTL
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