Chinese Journal of Medical Education

Chinese Journal of Medical Education >

2022 , Vol. 42 >Issue 4: 327 - 331

DOI: https://doi.org/10.3760/cma.j.cn115259-20210710-00870

Effects of non-linguistic factors on English-medium instruction in medical education

  • Lin Changmin ,
  • Liu Caixia ,
  • Huang Xinyi ,
  • Yang Miao
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  • 1Medical Education and Assessment Center, Shantou University Medical College, Shantou 515041, China;
    2Department of Preventive Medicine, Shantou University Medical College, Shantou 515041, China;
    3Five-year Program of Clinical Medicine, Enrolled in 2013, Shantou University Medical College, Shantou 515041, China;
    4Department of Foreign Languages, Shantou University Medical College, Shantou 515041, China

Received date: 2021-07-10

  Online published: 2022-03-29

Supported by

The Science and Technology Planning Project of Shantou 2018(180712174010611); Quality Construction Project of Guang Dong Universities 2019 (39)

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Abstract

This case study investigated the influence of teacher-relevant factors on the effectiveness of English-medium instruction (EMI) at Shantou University Medical College. Data were collected from questionnaire survey, focus interviews and classroom observations. The survey data were subject to multi-linear regression analysis and content analysis was conducted for textual data from the interviews and observations. The regression analysis indicated positive correlation between teaching effectiveness and two teacher-relevant factors: EMI experience(rs=0.393, P=0.001) and oversea training/work experience (rs=0.318, P=0.008) and both of them independently affected the EMI teaching effectiveness (OR=2.68, 95%CI:1.13～6.34, P=0.025; OR=12.53, 95%CI:1.17～134.52, P=0.037).

Key words： Schools, medical; English-medium instruction; Teaching effect; Teachers; Non-linguistic factors

Cite this article

Lin Changmin , Liu Caixia , Huang Xinyi , Yang Miao . Effects of non-linguistic factors on English-medium instruction in medical education[J]. Chinese Journal of Medical Education, 2022 , 42(4) : 327 -331 . DOI: 10.3760/cma.j.cn115259-20210710-00870

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