Abstract
Besides general ESL teaching in primary and secondary schools, universities, and adult education, training professionals for specific purposes is another alternative for thriving English language education in the rapidly changing era. However, very little research has been conducted for investigation of training medical professionals the effective EMI teaching of medicine. This paper reports the design and evaluation of the 2-week intensive course, which focused on enhancement of using English as medium of instruction (EMI) to teach medicine in different faculties, for 10 experienced professors, associate professors and lecturers from Guangxi Medical University located in South-western region of China in CUHK, SCS. The professionals came from Faculties of Anatomy, Biochemistry, Physiology, Microbiology, Pharmacy, Pathology, Epidemiology, Medical Statistics, ENT and Basic Medicine. As a pedagogical approach, basic methods for teaching medicine were taught and the professionals were required to implement two to three in their teaching practice, and then new methods such as Time-efficient ambulatory care teaching, Evidence-based medicine (EBM), Problem-based learning, Case-based reasoning (CBS), and New computer-based instructional programmes were introduced. Interactive method was employed as the participants had to finish some tasks through interaction, group discussion and brainstorming each lesson. While each of them presented 30-minute teaching medicine, the others played their roles as students. Whether this course is efficient -- all trainees participated in answering the questionnaire containing some questions in a 5-point scale, whereas some are open-ended for course assessment at the end. Hopefully, the findings benefit designing training courses to improve skills of professionals in other areas.
Author Information
Diana Po Lan Sham, Hong Kong Chinese Institute of Engineers Ltd., Hong Kong
Paper Information
Conference: ACLL2018
Stream: English for Special Purposes
This paper is part of the ACLL2018 Conference Proceedings (View)
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