Bilingual case-based learning in critical teaching

Abstract

Objective The feasibility and effectiveness of bilingual teaching combined with＆amp;nbsp;CBL （case-based learning） was evaluated in our study. Methods From 2011 to 2012, 69 students from Shanghai Jiaotong University were randomly divided into Bilingual CBL group （36 students） and Chinese CBL group（33 students）. A case of salvage of multiple trauma patients was selected as a text-book case and students＇ acceptance to textbooks and teachers was assessed. Besides, students＇ self-evaluation, teachers＇ evaluation of students, students＇ achievement in procedures and the final theory test scores were evaluated as the outcome of the assessment. Results Students＇ acceptance of textbook in Bilingual CBL group is lower than that in the Chinese CBL group（P=0.035）. Differences in students＇ evaluation of teacher （P=0.093）, students＇ self-evaluation （P=0.816）, and teachers＇ evaluation of the student（P=0.812） were not statistically significant. Final written examination scores（P=0.100）, operating procedures in tracheal intubations （P=0.489）, and cardiopulmonary resuscitation （P=0.764） were not statistically different . Only central venous puncture showed a statistical difference （ P=0 . 011 ） . Conclusions Medical bilingual CBL teaching is feasible, without affecting the original teaching of medical knowledge. Bilingual teaching can improve students＇ English proficiency and enhance their interest in learning. Key words: Critical care medicine; Bilingual teaching; Case-based learning