Integrating bilingual musculoskeletal imaging education into radiology and diagnostic imaging residency programs

Chagas-Neto, Francisco Abaeté das; Caracas, Barbara; Fortaleza, Idalia; Fortaleza, Esio; Rocha, Eduardo Lima da; Taneja, Atul K.; Abreu, Evandro; Nogueira-Barbosa, Marcello Henrique

doi:10.1590/0100-3984.2017.0027

Cited by 2 publications

(3 citation statements)

References 13 publications

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“…In Morocco, the use of the mother tongue in teaching medicine was considered as an educational necessity [26], some efforts were made to introduce bilingual programs [2].…”

Section: Proficiency In the English Language Can Pose Serious Problemmentioning

confidence: 99%

“…While higher education faculties and institutions usually use English as the main teaching language. Therefore, this linguistic disparity often impairs students' learning abilities and generate low self-image if they are not fluent in English [2]. Besides, some studies have shown that students tend to stress when they study in a foreign language [3].…”

Section: Introductionmentioning

confidence: 99%

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Teaching of medical science using mother language with bi-lingual approach, an experimental cross over trial

Alsaid

Alhimyar

Naem

et al. 2020

Preprint

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Background: Using the mother-tongue language in educational programs increases the students’ comprehension and facilitates the communication with their teachers and instructors. It also prevents linguistic dualism. However, teaching medical sciences in a language other than English remains controversial. The bi-lingual method is using important English terms in context beside the Arabic main text. This study examines the efficiency of using the bi-lingual approach as an alternative educational method that provides the advantages of using the native language and avoids the linguistic barriers when dealing with a foreign environment.Methods: Third-year medical students of the faculty of Medicine of Damascus University were included in a three-week comparative study. They were divided into three groups. Each group attended a 20 minutes' neuroanatomy lecture in three topics using three linguistic methods: Arabic, English or bi-nomenclature. Each lecture with one topic and one linguistic method. Two tests were performed in each lecture (pre- and post-lecture test) with six points as the total score of each test. The participating students had the same pre- and post-lecture test regardless of the used linguistic method. The same professor presented all lectures.Results: A total number of (277) students participated in the study. After excluding all participants who failed to attend the three lectures, the final participants were (147) students The bi-nomenclature method had the highest mean of points: [3.70/6], while the Arabic only method had a mean of [3.19/6] and the English-only method’s mean was [2.76/6]. These results were statistically significant (p-value less than 0.001). It was significant that Arabic questions were answered correctly regardless of the used linguistic method (p-value <0.001).Conclusion: The bi-lingual pedagogic method which combines mother language in the main text and providing of medical terms in both mother langue and English could present suitable medical education strategy in non-English speaking countries.

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“…In Morocco, the use of the mother tongue in teaching medicine was considered as an educational necessity [26], some efforts were made to introduce bilingual programs [2].…”

Section: Proficiency In the English Language Can Pose Serious Problemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching of medical science using mother language with bi-lingual approach, an experimental cross over trial

Alsaid

Alhimyar

Naem

et al. 2020

Preprint

View full text Add to dashboard Cite

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“…The use of a bilingual approach using both English and vernacular languages as the medium of instruction could be one practical approach, as highlighted by a participant of workshop 1 at the brainstorming session (Table 6). Besides better understanding of the subject, this approach has the possibility of promoting increased communication skills among healthcare providers and end-users (1,4,12).…”

Section: Useful Lessons From the Workhop Seriesmentioning

confidence: 99%

IUPS Physiology Education Workshop series in India: organizational mechanics, outcomes, and lessons

Chandran

Muthukrishnan

Barman

et al. 2020

Advances in Physiology Education

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Active learning promotes the capacity of problem solving and decision making among learners. Teachers who apply instructional processes toward active participation of learners help their students develop higher order thinking skills. Due to the recent paradigm shift toward adopting competency-based curricula in the education of healthcare professionals in India, there is an emergent need for physiology instructors to be trained in active-learning methodologies and to acquire abilities to promote these curriculum changes. To address these issues, a series of International Union of Physiological Sciences (IUPS) workshops on physiology education techniques in four apex centers in India was organized in November 2018 and November 2019. The “hands-on” workshops presented the methodologies of case-based learning, problem-based learning, and flipped classroom; the participants were teachers of basic sciences and human and veterinary medicine. The workshop series facilitated capacity building and creation of a national network of physiology instructors interested in promoting active-learning techniques. The workshops were followed by a brainstorming meeting held to assess the outcomes. The aim of this report is to provide a model for implementing a coordinated series of workshops to support national curriculum change and to identify the organizational elements essential for conducting an effective Physiology Education workshop. The essential elements include a highly motivated core organizing team, constant dialogue between core organizing and local organizing committees, a sufficient time frame for planning and execution of the event, and opportunities to engage students at host institutions in workshop activities.

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Integrating bilingual musculoskeletal imaging education into radiology and diagnostic imaging residency programs

Cited by 2 publications

References 13 publications

Teaching of medical science using mother language with bi-lingual approach, an experimental cross over trial

Teaching of medical science using mother language with bi-lingual approach, an experimental cross over trial

IUPS Physiology Education Workshop series in India: organizational mechanics, outcomes, and lessons

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