A Study on the Reform Path of a Bilingual “SPOC + PBL” Medical English Course under the Dual-track Framework of “Language-Discipline”

Huanan SU; Yan XIAO; Kunxiu LI; Minsi ZHU; Yingjingya LIN; Xirui CAI; Bo CHEN

doi:10.12259/j.issn.2095-610X.S20260120

Volume 47 Issue 1

Jan. 2026

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Article Navigation > Journal of Kunming Medical University > 2026 > 47(1): 164-171

Huanan SU, Yan XIAO, Kunxiu LI, Minsi ZHU, Yingjingya LIN, Xirui CAI, Bo CHEN. A Study on the Reform Path of a Bilingual “SPOC + PBL” Medical English Course under the Dual-track Framework of “Language-Discipline”[J]. Journal of Kunming Medical University, 2026, 47(1): 164-171. doi: 10.12259/j.issn.2095-610X.S20260120

Citation:

Huanan SU, Yan XIAO, Kunxiu LI, Minsi ZHU, Yingjingya LIN, Xirui CAI, Bo CHEN. A Study on the Reform Path of a Bilingual “SPOC + PBL” Medical English Course under the Dual-track Framework of “Language-Discipline”[J]. Journal of Kunming Medical University, 2026, 47(1): 164-171. doi: 10.12259/j.issn.2095-610X.S20260120

Citation:

Huanan SU, Yan XIAO, Kunxiu LI, Minsi ZHU, Yingjingya LIN, Xirui CAI, Bo CHEN. A Study on the Reform Path of a Bilingual “SPOC + PBL” Medical English Course under the Dual-track Framework of “Language-Discipline”[J]. Journal of Kunming Medical University, 2026, 47(1): 164-171. doi: 10.12259/j.issn.2095-610X.S20260120

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A Study on the Reform Path of a Bilingual “SPOC + PBL” Medical English Course under the Dual-track Framework of “Language-Discipline”

doi: 10.12259/j.issn.2095-610X.S20260120

Department of Foreign Language Education，Kunming Medical University，Kunming Yunnan 650500，China

Received Date: 2025-09-15
Available Online: 2026-01-05
Publish Date: 2026-01-25

Abstract

Abstract

Objective This study focuses on the issues in bilingual teaching in medical schools and explores the reform of the “SPOC + PBL” model for the course “Medical Academic English Writing and Translation” to enhance medical students' linguistic and academic abilities. Methods Seventy students from the First Clinical Medical College of Kunming Medical University, enrolled in the 2022 class of the Clinical Medicine major, were randomly divided into an experimental group （SPOC + PBL mixed teaching, n = 35） and a control group （traditional bilingual classroom, n = 35）, and a 16-week teaching experiment was conducted. The effectiveness of the reform was evaluated through pre-test/post-test （results of the bilingual course, medical English proficiency test）, analysis of SPOC learning behavior logs, transcription of PBL group discussion records, and student interviews. Results Compared with the control group, the experimental group showed significantly improved performance in the accuracy of medical English writing and translation （pre-test: 72.1 ± 6.8 vs post-test: 78.7 ± 5.1, P < 0.01）, cultural awareness （t = 5.87, P < 0.001）, language conversion （t = 4.93, P < 0.001） and conflict resolution （t = 5.21, P < 0.001）, while the performance level was lowest in non-verbal communication （t = 6.02, P < 0.001）; compared with the control group, the performance scores for the experimental group's kinesthetic learners in academic performance （84.7 ± 5.3, P < 0.01） and critical thinking （t = 5.89, P < 0.001） showed significant improvements. Conclusion The “SPOC + PBL” model employs a dual-track approach to address the issue of language-content dissociation, enhancing medical students' medical English proficiency and providing a replicable blended teaching methodology for medical bilingual education reform.

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References(20)

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