长学制医学生专业英语学习态度及现状的调研分析

目的：分析影响长学制医学生专业英语学习的相关因素，为实施“以学生为中心”的专业英语教学提供依据。方法自行设计调查问卷，包括学生基本信息、对专业英语学习态度和现状等内容，对同济大学2006至2008级临床医学七年制和八年制专业的134名学生进行调查。采用SPSS 19.0进行统计处理，结果采用百分比进行描述。结果回收有效问卷132份，有效回收率为98.51%。56.82%（75/132）的学生对专业英语学习感兴趣，71.97%（95/132）的学生有对外交流学习的意愿。学生学习专业英语的目的和需求围绕“阅读专业文献”的占68.94%（91/132）、围绕“撰写SCI论文”的占59.09%（78/132）和认为学习专业英语“利于国际交流”的占58.33%（77/132）。影响专业英语学习主要因素依次为授课方式枯燥（45.45%，60/132），专业英语较难（41.67%，55/132）和课时偏少（40.91%，54/132）。结论长学制医学生对专业英语学习有需求且目标明确，但大多数医学生在专业英语应用方面仍存在一定困难，应从学生、教师和课程设置三方面着手，提高长学制医学生的专业英语水平。

Survey and analysis of study attitude and current situation of medical English study among medical students of long schooling

Objective To understand the attitude and current situation of medical English stud y as well as its relevant factors among long schooling medical students so as to provide first hand information for constructing students-centered medical English teaching model. Methods A self-de-signed questionnaire including basic information of students, attitude and current situation of medical English students was given to 134 seven or eight year program clinical medical graduates from grade 2006 to grade 2008 in Tongji University. Questionnaires were collected timely and an-alyzed with SPSS 19.0 and results were described by percentage. Results Totally 132 copies of questionnaire were recovered with an recovering rate of 98.51%. 56.82%（75/132） students had interest in medical English study and 71.97%（95/132）students had a will to go abroad for learning exchange. Main pur-poses for students to learn medical English were ‘professional literature reading’（68.94%,91/132）,‘SCI papers writing’（59.09%,78/132）and ‘international communication’（58.33%, 77/132）. Main influencing factors of medical English study were ‘boring teaching methods ’ （ 45 . 45%, 60/132 ） ,‘difficult medical English’（41.67%,55/132） and ‘insufficient teaching time’（40.91%,54/132）.Conclusions Medical students with long schooling have demand for medical English study;however, most of them have some difficulties in practical application. Measures should be taken from three as-pects including students, teachers and curriculum setting to improve students＇ medical English.