Medical University Undergraduates Research Articles

Improving ESP Writing Class Learning Outcomes Among Medical University Undergraduates: How Do Emotions Impact?

As English plays a significant role in most professions, improving the English for Specific Purpose (ESP) writing competence allows individuals to participate in the global professional community, which makes ESP writing important for research. However, research on ESP writing is reported to be insufficient, and how factors such as emotions affect ESP writing is rarely and marginally studied. Therefore, this study aimed at investigating how induced emotions influence the learning outcome in ESP writing classes with an emphasis on a particular rhetorical choice among medical university undergraduates. A total of 63 medical university undergraduates were recruited. After the emotional inducement, they were taught with materials selected and adopted from the BioCauses corpus and with an explicitly inductive teaching approach. Results revealed that positive emotions positively correlated with better learning outcomes, while negative emotions hindered participants in their learning. The results shed light on the impact of emotional states on ESP/medical research article (MRA) writing, learning, and teaching. Further study implications were provided accordingly.

The Effects of Deductive and Inductive Instructions on Medical University Undergraduates’ Improvement of Medical Research Articles Writing Performance

This study attempted to compare the effectiveness of the explicitly deductive (ED) and the explicitly inductive (EI) instructions in teaching particular structure that marks causal relations in medical research articles (MRAs) among Chinese medical university undergraduates of elementary and intermediate levels of English proficiency. The effects on short- and long-term learning were also investigated. Research proves that the causal relations are essential for MRAs and the verbs + that-clauses are commonly adopted as the causal markers in published English MRAs. Thus, they were taught as the target knowledge in the present study. A total of 64 medical university undergraduates were recruited and randomly divided into two instructional conditions. Performances in both conditions were measured by immediate and delayed posttests. The Mann-Whitney U test, repeated measured ANOVA and the two-way ANOVA were conducted to analyze the data. Results revealed a statistically significant difference between these two instructional approaches, with the EI instruction having a greater effect on participants’ short-term and long-term learning of the target knowledge. English proficiency had no significant influence. The results shed light on the impact of the deductive and the inductive approaches on English for specific purposes (ESP)/ MRAs writing teaching, and some implications for teaching as well as future studies were provided and discussed.

Survey and research on sensory learning style of undergraduates from different specialties in military medical university

Objective To analyze the influence of professional factor on sensory learning style of military medical university undergraduates to put basis for search effective teaching and studying strategies. Methods Taking one military medical university for example, the undergraduates in all specialties were surveyed with VARK 7.0 version on the quantity of tendencies of their sensory learning styles, the distributions and strengths on condition of single style. Results ①There were statistical significances (χ2=134.916, P=0.029) in the types of sensory learning style of students from different specialties. In those with single learning orientation, the percentage was the highest in the Biotechnology Specialty (54.5%) and Nursing Specialty (49.2%), while in those with quadruple ones, the percentage was the highest in the Pharmacy Specialty (37.2%) and Chinese medical science specialty (35.3%). ② There were no statistical significance (χ2=20.372, P=0.119) in the intensity of single learning orientation among different specialties. ③There were no statistical significances (χ2=26.587, P=0.185) in the type distribution of single learning orientation among different specialties. Conclusion The learning style type of sensory learning style of military medical university undergraduates were influenced by professional factors, while single learning style type distribution and the strength were not influenced by professional factors. Key words: Military Medical University Undergraduates; Specialties; Sensory Learning Style; Survey

Research on study attitudes of military medical university undergraduates

Objective To research on study attitudes of military medical university undergraduates. Methods The study attitudes of all the undergraduates were investigated and compared in different sorts by using homemade questionnaires. Results The general study attitudes of military medical university undergraduates were good. The undergraduates of different grades had not different study attitudes, neither did the undergraduates of different ages. The undergraduates of different sorts had different attitudes, so did the undergraduates of different genders and different specialties. Concretely, the undergraduates not recruited by Army, the men undergraduates, the undergraduates of long academic-year program and five-year military medico have better study attitudes. Conclusion The general study attitudes of military medical university undergraduates were good but there is still some space to boost. All sorts of steps should be taken to correct their study attitudes and advance their study effects. Key words: Military medical university undergraduates; Study; Attitudes; Research

A study on the relationship between family environment and anxiety of the undergraduates in medical universities

随着社会经济的快速发展和竞争压力的持续增大,青年大学生焦虑问题引起了全社会的广泛关注.特别是对于医学院校大学生,焦虑问题更为严重.而家庭环境和家庭功能与学生身心健康发展的关系也已引起了学者的关注,为此,本研究在安徽省3所医科院校学生中进行了焦虑流行病学调查,以了解医学生焦虑状况和家庭环境危险因素。