A Study On Problem-Based Learning (PBL) Model For Medical Students In The Context Of College English Classroom Instruction

Based on the dual reform of College English teaching and medical education, this dissertation makes a tentative study on an LPBL (Lecture & Problem-Based Learning) model for medical undergraduates in EFL context. This new model was originated at the Faculty of Medicine at McMaster University in Canada, where the teachers adopted the clinical Problem-based Learning (PBL) approach and placed their students in an authentic context in which the problems were always complex, ill-structured and open-ended so that the students could gain a deep understanding of the problems in the process of learning and could finally solve them to attain the goal of autonomous leaning and lifelong learning skills by means of working collaboratively in small groups. The teaching goal of PBL comes in line with that of both the CECR (College English Curriculum Requirements) and the GMER (Global Minimal Essential Requirements).The theoretical basis for PBL is constructivism. Advocated and developed by cognitive psychologists John Dewey, Jean Piaget, Lev Vygotsky and Jerome Bruner, constructivism is considered as the most influential trend in western educational psychology and the most important concept in worldwide education reform. Constructivism advocates student-centered learning under the guidance of teacher, assumes knowledge is actively constructed by learners as they attempt to make sense of their experience, and learning is a personal interpretation of the world, so PBL just conforms to the requirement of CECR.Guided by CECR and constructivist learning theories, the author conducts a literature research home and abroad on clinical PBL, both in theory and in practice. Based on the clinical PBL, the author absorbs the essence of traditional LBL in classroom context and theoretically designs an LPBL model used for EFL medical students in the context of College English classroom instruction. This model covers some key items: teaching objectives, teaching methods, teaching context, tutor's role and learner's role, teaching materials, teaching administration and evaluation etc. In addition, this LPBL model combines the current"Computer- and Classroom-Based College English Teaching Model"and the"Process of Computer- Based English Learning"designed by the MOE in CECR.In order to testify the effectiveness of the LPBL model, the author conducts a pilot study within 18 weeks among the total of 112 Year 2 (Grade 2008) undergraduates, majored in clinical medicine, anesthesia, and medical imaging in Tianjin Medical University (TJMU). The purpose of this study is to examine the Chinese EFL learners'English proficiency gains and their professionalism-related skill factors affecting their achievements under LPBL model, focusing on the learners'achievements in their English listening and speaking, self-directed learning, collaborative learning, problem solving, critical thinking and their internal motivation promotion in the context of College English classroom instruction so as to pave a way for their further professional learning and lifelong learning.The research was conducted between experimental group and control group mainly through tests and questionnaire surveys, supplemented with observations and interviews. Differences in learners'English language proficiency and professionalism-related skills between the two groups in different models (the integrated LPBL model and the conventional LBL model) are illustrated to address the research questions. The quantitative research and the qualitative research are employed in the experiments. A series of test-based and skills-oriented experiments involved in the quantitative research—language proficiency test (pre-/post test); critical thinking disposition test (CTDI) (pre-/post test); 4 sorts of professionalism-related skills test (3 tests for each skill)—and classroom-based and process-oriented surveys by individual /group /tutor class observations and students'interview in the qualitative aspect are conducted. All the data collected are processed with the software SPSS 16.0 to understand the relationships among the multiple data sources. Both the quantitative research and the qualitative research are designed to address the following 5 questions:1. Could LPBL model improve experimental group students'language proficiency after 18 week experiment?2. Are experimental group students'professionalism-related skills higher than those of control group students after 18 week experiment?3. Is there any difference in students'critical thinking disposition (CTD) between LPBL process and LBL process?4. Do experimental group students'professionalism-related skills have a correlation with their English knowledge?5. Is the integrated LPBL model suitable for medical students in EFL class?Besides, the above question-generated hypotheses are also explored in the study. Conclusions can be drawn from the research that in general the integrated LPBL model is an effective way to develop Chinese EFL learners'English listening and speaking proficiency—though effects of LPBL on their English language proficiency are differentiated, foster their CTD and upgrade their professionalism-related skills, including problem-solving skills, self-directed learning skills, collaborative learning skills, and critical thinking skills. LPBL thus can be an option among the various language teaching and learning methods in the context of College English classroom instruction, especially after the learners have passed CET-6 and met the intermediate requirements of the CECR. Learners in the LPBL model are motivated to learn both content and language and have more opportunities to practice the target language skills and the professionalism-related skills while collaboratively learning with each other, which enhances their language acquisition especially in their listening and speaking.This study is conducted in the context of Chinese College English classroom and initiates LPBL model for medical students. The innovations lie in the following points.1. The study is based on College English classroom instruction and an in-depth theoretical research and action research on clinical PBL in medical field, home and abroad, taking promoting medical students'English language proficiency and relevant learning skills as the breakthrough point to integrate the traditional LBL model and construct an LPBL model for EFL medical students in the context of College English classroom instruction in perspective of fostering all-round medical talents.2. LBL model focuses on promoting medical students'problem solving skills, self-directed learning skills, collaborative learning skills, and the CTDI, paving a way for their professional learning and lifelong learning. The combined LPBL is either a heritage of traditional LBL or a development of clinical PBL. It is certain that LPBL model would bring a lot of instructive enlightenment worthy of their reference for Chinese colleges and universities, particularly for the medical universities, in College English classroom instruction.3. Theoretically, LPBL model has enriched constructivist learning and teaching theories, centered on learners.4. In research methodology, both the quantitative research and the qualitative research are conducted by means of series of experiment methods—test, questionnaire, observation, and interview so that the researcher has gathered a mass of first-hand data. The findings and results of the study would provide the institutional managements with a comparatively comprehensive and valuable reference to College English teaching objectives, course design, roles of teachers and students in class, class organization, learning environment, evaluation, teacher training and so on. In particular, the findings could provide a new teaching model for Chinese College English teaching reform.