近同伴教学对医学生和住院医师医学英语学习动机的影响

IF 1.8 Q2 MEDICINE, GENERAL & INTERNAL
Yoji Hoshina MD,  Limeisa MS, Hodaka Takaiso MD, Hidenori Maki, Toru Yoshino MD, Kiyoshi Shikino MD, PhD, MHPE, FACP
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引用次数: 1

摘要

全球化增加了卫生专业人员对医学英语教育的需求,强调了激励医学生和住院医生学习医学英语的必要性。传统的医学英语课程强调基本的医学术语和英语阅读和写作。虽然这种以教师为中心的方法为学生提供医学知识,但它可能会损害他们的动机。2 2016年启动的美国德岛医疗执照考试研究小组通过采用以学习者为中心的近同伴教学方法来解决这一问题。这个小组旨在提高学生的积极性和好奇心;在安全的环境中培养学生的主动性、自我效能感和英语学习目标;培养自律的终身英语学习者。对该团体的全面描述在另一份出版物中提供从2022年开始,该团体扩大到每月举办一次不同主题的活动。每节课都有一到两名志愿者介绍与医学英语相关的话题,包括国外的临床轮转经验。在大家都没有话题的情况下,2016年的医学生YH、HT、YT、HM分享了他们准备在美国工作的经历。这有助于参与者想象未来的机会,培养国际化的姿态,从而鼓励他们通过学习英语与国际社会建立联系。一项使用7分李克特量表(1 =非常不同意,7 =非常同意)的调查评估了动机、好奇心、主动性、自我效能感、学习目标和心理安全感。该调查于2022年5月进行,以评估以教师为中心的教学方法,并于2023年3月进行,以评估近同伴教学方法。在第二次调查中分析行为变化。53人(学生25人,住院医师28人);回应率:70.7%)至少参加过一次会议的人回应了问卷。近同伴教学组学生的平均动机、好奇心、主动性、自我效能感、学习目标和心理安全感分别高于以教师为中心的组(5.8±1.2比3.9±1.7、5.8±1.2比4.1±1.7、5.6±1.3比4.0±1.8、5.2±1.4比3.1±1.6、5.4±1.4比3.7±1.6、5.7±1.4比3.9±1.7);p < 0.01;曼-惠特尼检验)。47名参与者(88.7%)表现出至少一项行为改变(表1)。近同伴教学,即相似社会群体中的非专业教师相互帮助学习,并通过教自己来学习,提高了参与者在各种医学课程中的表现。这种方法增强了导师和学生的内在动机,这对于继续学习这门学科是必不可少的它还创造了一个舒适和安全的教育环境,并提供了榜样这种方法使参与者积极参与英语学习(表1)。值得注意的是,在过去的7年里,包括YH、HT、TY和HM在内的7名毕业生在美国医疗系统开始了他们的职业生涯,成为终身英语学习者。因此,教学同伴加强了终身学习,教学的学生有很高的动机为教学做充分的准备,这是学习的强大动力,并有意义地增加了教师的知识。总之,我们的方法成功地提高了学生学习医学英语的动机,尽管他们的阅读和写作技能的提高是未知的。尽管存在一些局限性,包括单中心设计,抽样偏差(一些小组成员,特别是那些辅导的人,可能已经非常积极),未经验证的量表,以及前后研究设计,我们希望我们的活动能够激励其他教育工作者在他们的医学英语课程中采用类似的方法,并促进卫生专业人员更有效的语言学习。作者明确表示,本文不存在任何利益冲突。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Impact of near-peer teaching on medical English learning motivation among medical students and residents

Globalization increased the demand for medical English education among health professionals, emphasizing the need to motivate medical students and residents to learn medical English.1 Traditional medical English classes have emphasized basic medical terminology and reading and writing in English. Although this teacher-centered approach provides medical knowledge to students, it can compromise their motivation.2

The United States Medical Licensing Examination Study Group of Tokushima, launched in 2016, addresses this issue by adopting near-peer teaching as a learner-centered approach. This group aimed to promote student motivation and curiosity; cultivate their initiative, self-efficacy, and English-learning goals in a safe environment; and nurture self-regulated lifelong English learners. A comprehensive depiction of the group is provided in a separate publication.2 The group expanded to the point of being able to conduct a monthly activity with different topics since 2022. During each session, one or two volunteers presented medical English-related topics, including clinical rotation experience abroad. When no one had a topic, YH, HT, YT, and HM, who were medical students in 2016, shared their experiences to prepare for working in the United States. This helped participants visualize future opportunities and develop an international posture, thereby encouraging them to connect to the international community by learning English.

A survey using a seven-point Likert scale (1 = strongly disagree, 7 = strongly agree) evaluated motivation, curiosity, initiative, self-efficacy, learning goals, and psychological safety. The survey was conducted in May 2022 to evaluate the teacher-centered approach and in March 2023 to evaluate the near-peer teaching approach. Behavioral changes were analyzed in the second survey.

Fifty-three members (25 students and 28 residents; response rate: 70.7%) who attended at least one session responded to the questionnaire. The mean motivation, curiosity, initiative, self-efficacy, learning goals, and psychological safety were higher in the near-peer teaching group than those in the teacher-centered group (5.8 ± 1.2 vs. 3.9 ± 1.7, 5.8 ± 1.2 vs. 4.1 ± 1.7, 5.6 ± 1.3 vs. 4.0 ± 1.8, 5.2 ± 1.4 vs. 3.1 ± 1.6, 5.4 ± 1.4 vs. 3.7 ± 1.6, and 5.7 ± 1.4 vs. 3.9 ± 1.7, respectively; p < 0.01; Mann–Whitney U test). Forty-seven participants (88.7%) exhibited at least one behavioral change (Table 1).

Near-peer teaching, in which non-professional teachers in a similar social group help each other learn and learn by teaching themselves, improves participants' performance in various medical curricula.3, 4 This approach enhances tutors' and tutees' intrinsic motivation, which is essential in continuing to study the subject.5 It also creates a comfortable and safe educational environment and provides role models.5 This approach enabled participants to actively engage in English learning (Table 1). Notably, seven graduates, including YH, HT, TY, and HM, have started their careers in the US medical system over the past 7 years, becoming lifelong English learners. Thus, teaching peers strengthens lifelong learning, and students who teach are highly motivated to prepare thoroughly for their teaching, which serves as a powerful drive for learning and meaningfully adds to teachers' knowledge.5

In conclusion, our approach succeeded in increasing students' motivation to learn medical English, although the improvement in their reading and writing skills is unknown. Despite some limitations, including a single-center design, sampling bias (some of the group members, especially those who tutored, may have been already highly motivated), non-validated scales, and a pre-post study design, we hope that our activity will inspire other educators to adopt similar approaches in their medical English classes and promote more effective language learning among health professionals.

The authors have stated explicitly that there are no conflicts of interest in connection with this article.

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来源期刊
Journal of General and Family Medicine
Journal of General and Family Medicine MEDICINE, GENERAL & INTERNAL-
CiteScore
2.10
自引率
6.20%
发文量
79
审稿时长
48 weeks
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