| 研究実績の概要 |
We implemented 3rd year English Medical Program. During the academic year 2015, 105 regular English seminar(ES) were organized for graduate students (28 participants,21M).The median [range] of participation and of oral presentations at ES were 16[14-19] and 7[6-9],respectively. For 5th year medical students,20 problem based learning ES were organized (91 participants,65M,98% participation rate).
Thirty-three graduate students attended the ES at least during one academic year (April 2013 to March 2016). Thirty-one(97%) fully completed initial/final research surveys and subsequently analyzed. In the control group (graduates students from pneumology,orthopaedics,gastroenterology and digestive surgery departments whom did not join the ES),among 144 students invited to participate only 9(6%) completed both surveys. Self-confidence scores for communicative tasks in English and Japanese, were rated using visual analogue scales(VAS). Statistically significant improvements in VAS scores to perform long oral presentation in English and Japanese (p<0.0001 and p=0.01, respectively) and other communication tasks in English were observed following participation in ES. In the control group, no improvement was found in the self-confidence scores for any of the evaluated communication tasks after the observation period.
We validated, in a new cohort of 2nd year medical students attending to a 16-week medical English(MEC) our previous data showing that participation in MEC leads to improvements in self-confidence to discuss medical topics and to give medical oral presentations(p<0.0001).
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