ABSTRACT
OBJECTIVE:To provide reference for teaching reform of Pharmaceutical English in our university. METHODS:According to the theory of needs analysis,by the means of classroom observation,questionnaire survey combined with personal in-terview,the participation of students majoring in Pharmaceutical Engineering,Pharmaceuticals and TCM Source of Grade 2013 in Pharmaceutical English classrooms of our university were investigated to investigate target needs and learning needs of students and analyze main influential factors of students'enthusiasm. RESULTS:It was found that the students participated passively in the Pharmaceutical English classrooms,mainly targeted at credit hour(88 students,58.28%)and aimed at the improvement of read-ing ability(73 students,48.34%). From aspect of learning needs,the students presented evenly enthusiasm for between traditional teaching method and modern teaching method;expected teachers asked more difficult questions;the study focused on actual and ef-fective feedback from the students. Their participation was mainly influenced by course property,teaching content and teaching method. The students'learning objectives were greatly affected by course propevty;to the students,the teaching content was more important than teaching method. CONCLUSIONS:It is to be improved in course property and location,teaching content and teach-ing method of Pharmaceutical English in our university. Pharmaceutical English should be included in required course;teaching content is combined with pharmaceutical practice;various teaching mode is formulated according to teaching content so as to meet students'need and improve teaching effect.
ABSTRACT
PURPOSE: This study aims to analyze the characteristics of discussion materials that promote student participation in discussions, satisfaction with student instruction, and tutor intervention in the medical humanities. METHODS: We surveyed 117 premedical students and 7 tutors who attended 4-week group discussions in the medical humanities in 2010. We described the discussion materials using the following 4 characteristics as independent variables: material type, level of understanding, interest, and quantity. Dependent variables were: student participation in the discussion, student instruction satisfaction, and tutor intervention. Correlation analysis, multiple regression analysis, and crosstab were performed using SPSS 15.0. RESULTS: The correlation between the characteristics of the discussion materials differed by grade. When the books were chosen as the discussion material in the instruction of first-year premedical students, the correlation between level of understanding, interest, and quantity was negative. Higher levels of understanding of the material and interest in the material led to an increase in discussion participation among both first- and second-year premedical students. Higher levels of understanding and interest of the discussion material also increased student satisfaction with the instruction, regardless of grade. Finally, levels of understanding of the material affected the degree of tutor intervention. Tutors intervened more often in discussions with first-year premedical students than with second-year premedical students. CONCLUSION: Differences in grades and the understanding of the discussion material should be considered when choosing discussion materials. Further study is required to continue the development of the discussion model and improve methods of facilitate discussion among students in the medical humanities.