Curricular Characteristics
[中文版]
1. Advocating bilingual teaching approach which
runs through the entire teaching of clinical diagnostics.
Bilingual teaching modality should be adopted not only in
theoretical instruction and clinical observational practice
but also in subsequent clinical practice including warding
for teaching and case discussion.
2. Advocating "win-win results". The purpose of
bilingual teaching is not the English knowledge per se instruction,
but the cultivation of both logical clinical thinking and
English communication abilities. The teachers in the division
of clinical diagnostics should instruct the clinical knowledge
of diagnostics using English and, simultaneously, convey the
medical English in terms of clinical diagnostics. The clinical
knowledge of diagnostics and medical English should be integrated
in teaching. Teachers and students could communicate in English
as well as in Chinese during the class and in clinical practice
so as to foster bilingual thinking in study or research of
subjects concerned.
3. Implementing a variety of teaching methods or approaches.
Problem-based learning bilingual teaching modality should
be adopted appropriately and timely. Multi-media courseware
should be incorporated with vivid video images, pictures,
moving illustrations, or imaging data. Interaction teaching
between teachers and students should be advocated, and the
cultivation of students’ abilities should be oriented.
4. Infiltrating the conception of "humanitarian teaching"
during the bilingual theoretical instruction and clinical
observational practice teaching so as to cultivate students'
abilities to communicate with patients and to highlight the
vocational moralities and humanitarian solicitude required
of doctors.
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