目的 探讨医学博士研究生、学术学位硕士研究生(简称学硕)和专业学位硕士研究生(简称专硕)英语能力需求和对自身英语能力满意度(以下简称满意度)的差异,为医学研究生英语课程改革提供依据。方法 本研究采用问卷调查方法。2018年采用自制问卷对陆军军医大学2018级93名博士研究生和224名硕士研究生进行英语能力重要性和满意度的调查。采用单因素方差分析对各类学生的分值差异进行比较,研究生英语能力重要性和满意度之间的相关性采用Pearson相关系数来描述。结果 ①医学博士研究生、学硕和专硕对英语听、说、读、写和其他(跨文化与自主学习)能力的重要性总分差异具有统计学意义[(9.36±0.83)分、(9.07±1.17)分、(9.14±1.28)分,P<0.01)];医学博士研究生、学硕和专硕满意度总分差异具有统计学意义[5.6(4.5,6.6)分、4.0(2.7,5.1)分、4.5(3.4,5.6)分,P<0.01)]。②医学博士研究生和学硕需要重点提高的能力主要集中在“听”和“说”;专硕集中在“说”和“写”。结论 医学博士研究生、学硕和专硕需求差异明显,医科院校研究生英语课程设置需多元化,开展探究学习和合作学习并注重评价的整体性和过程性。

Objective To explore the differences between English competence requirement and self-satisfaction of medical doctoral students, graduate students with academic degrees and graduate students with professional degrees and to provide the basis for the English course reform for medical graduate students. Methods Questionnaire method was applied in this study. The importance and satisfaction of English competence were investigated by self-made questionnaire among 93 doctoral students, 105 graduate students with academic degrees and 119 graduate students with professional degrees from Army Military Medical University in 2018. One-way analysis of variance was used to compare the scores of all students among groups. Pearson correlation coefficient was calculated to describe the correlation between importance and satisfaction. Results (1) there was significant difference on the total scores of English competence importance including listening, speaking, reading, writing and others (cross-cultural and autonomous learning) for medical doctoral students, graduate students with academic degrees and graduate students with professional degrees [(9.36±0.83),(9.07±1.17),(9.14±1.28),P<0.01)];the difference on the total scores of English competence satisfaction was also statistically significant [5.6(4.5,6.6),4.0(2.7,5.1),4.5(3.4,5.6), P<0.01)]. (2)Medical doctoral students, and graduate students with academic degrees need to improve “listening” and “speaking” mainly while “speaking” and “writing” are the focus for graduate students with professional degrees. Conclusions English competence requirements are obviously different among the three groups of medical graduate students. Therefore, the English curriculum needs to be diversified, carrying out inquiry and cooperative learning and laying stress on the integrity and process of evaluation.