醫(yī)學(xué)微生物學(xué)資料：Introduction to Medical English

1、Introduction to Medical English- why and howGuan YuanzhiProfessor of microbiologyMajor: infection control and antibiotic policyMy school: Peking Union Medical CollegeMy position: Director, Centre of Medical Education Research & DevelopmentTel: +86-10-65105808E-mail: Challenge to education-The gaps w

2、e try to fill with innovative teaching strategyResponse Uneven development of learners capacity (encourage silent individuals)Isolation of learning process by a discipline-based education system (Connect microbiology with clinical practice)Faculty always dump their knowledge to learners (team-based

3、peer education)Insufficient capacity in English communication (strengthen presentation, evaluation and questioning) How ever.Weak team of teacherHeavy working-load to clinicians and facultiesConflict of government policy and school developmentConfused structure of CAMS/PUMCSo, reformation by a group

4、 of small potatoMedical EnglishThis is a platform for pedagogy development and teaching reformationStudents must actively join the course based on their interesting in learning and potential changeBoth faculty and learners are facing challenge Background of Medical EnglishWeakness of English learnin

5、gRich resources at PUMCEducation performance and changePromotion of capacity buildingINSTITUTIONALSELFMedical SchoolResidencyProfessionalLifeWho is responsible for learning?Self-directed, lifelonglearningCasey Whit: 2009中美兩國醫(yī)生的成長軌跡比較Goal of medical English Development of a learners community and cap

6、acity building of trans-disciplinary-based and self-regulated learning Objectives of Medical EnglishStudent-centered and practice-based learningPromotion of communication skillPromotion of presentation skillFormative self-evaluation of learningStrategy of Medical EnglishCapacity buildingTeam spirit

7、and organizationSelf-regulated learning and peer educationWhy not TBL nor TBL?Constraint of resources in terms of faculty and teaching facilitiesNon-integrated curriculum and obstacle in remodeling of medical education at PUMCInsufficient training of English especially oral presentation Absence of t

8、eam work training for learning ActivityClassic teaching along with multi-disciplinary and trans-sector pathwayTBL and framework-based learningPresentation by students and team learningEvaluation and assessment of learning outcomeSpeakers and speechesClinicians from PUMC Hospital (clinical issues whi

9、ch stimulate students interests)Epidemiologist from school of public health (evidence-based medicine)Scientist from enterprise (vaccine and vaccination)Scientist from National CDC (how to do simultaneous translation)Microbiologist take some advantage from this course (HAI, self-regulated learning.)What a learner need to toSWOT evaluation to orient your learning pathwayThe courage to actTeam spirit to help others as a component of peer