• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>BMC Medical Education >Language of written medical educational materials for non-English speaking populations: an evaluation of a simplified bi-lingual approach
【24h】

Language of written medical educational materials for non-English speaking populations: an evaluation of a simplified bi-lingual approach

机译：针对非英语国家人群的书面医学教育材料的语言：简化双语方法的评估

获取原文
       
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Debates have arisen in various non-English speaking countries over the chosen language of instruction in medical education, whether it has to be the English language or the mother tongue. English-based education supporters argue that English is the leading international language of medicine and research, and a crucial tool for Continuing Medical Education (CME), as well as for students who seek practice abroad. On the other hand, mother-tongue-based medical education supporters present it as a way to endorse communication and comprehension between medical practitioners and health care system users, to bridge the gap between practitioners and the paramedical staff, and to overcome linguistic dualism and the language thinking disparity while studying in another. This study aimed to evaluate one of the simplified bi-lingual approaches in terms of medical-educational-written texts for a non-English speaking population: Arabic speaking medical students in specific. 1546 Arabic-speaking-medical students from different countries participated in a one-step-interactive-experimental-online test. The test assessed participants’ scientific comprehension of three distinct written paragraphs: The first paragraph used conventional mother tongue (Arabic), the second combined English terminology and simplified mother tongue (hybrid), and the third used an English excerpt (English). Two multiple-choice questions (First question in Arabic, second in English) followed each paragraph. Response time was communicated for each paragraph. Participants were asked to select their favorable method. Repeated Measures ANOVA models and Paired Samples t-Test were used for statistical analysis. Participants scored a mean of [0.10] for the Arabic paragraph, [0.72] for the hybrid paragraph, and [0.24] for the English paragraph (P? 0.001). Results showed a significantly higher mean of points and correct answers within the fastest time for the hybrid paragraph [0.68] compared to the Arabic [0.08] and English [0.18] paragraphs (P? 0.001). Moreover, 50% of participants preferred the hybrid paragraph over the other two paragraphs. Taking into consideration the large number of participants and the statistically significant results, authors propose that simplified Arabic combined with English terminology may present a viable alternative method for medical-educational-written texts in Arabic-speaking population.
机译：在医学教育中所选择的教学语言，无论是英语还是母语，在各种非英语国家都引起了争论。以英语为基础的教育支持者认为，英语是医学和研究的国际领先语言，是继续医学教育（CME）以及在国外求学的学生的重要工具。另一方面，基于母语的医学教育支持者将其作为一种方式来认可执业医师与医疗保健系统用户之间的沟通和理解，弥合执业医师与医护人员之间的鸿沟，并克服语言二元论和在另一个学习中语言思维差异。这项研究旨在针对非英语国家的人群，根据医学教育书面文本评估一种简化的双语方法：特定于阿拉伯语的医学生。来自不同国家的1546名讲阿拉伯语的医学专业学生参加了一个单步交互式实验在线测试。该测试评估了参与者对三个不同的书面段落的科学理解：第一段使用常规母语（阿拉伯语），第二段使用英语术语和简体母语（混合语），第三段使用英语摘录（英语）。每个段落后面有两个多项选择题（第一个阿拉伯语问题，第二个英语问题）。传达了每个段落的响应时间。要求参与者选择他们喜欢的方法。重复测量ANOVA模型和配对样本t检验用于统计分析。参与者的阿拉伯文段落平均得分为[0.10]，混合段落平均得分为[0.72]，而英语段落的平均得分为[0.24]（P <0.001）。结果显示，与阿拉伯语[0.08]和英语[0.18]段落相比，混合段落[0.68]在最快时间内的得分和正确答案的均值明显更高（P <0.001）。此外，有50％的参与者更喜欢混合段落而不是其他两个段落。考虑到大量参与者和具有统计意义的结果，作者建议，将阿拉伯语与英语术语结合使用可能会为讲阿拉伯语的医学教育书写文字提供一种可行的替代方法。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号