Exploration of postgraduate education in cardiovascular surgery

Sun Yang; Yi Wei

doi:10.13498/j.cnki.chin.j.ecc.2014.03.16

Abstract：Objective To explore how to improve postgraduate education in cardiovascular surgery. Methods 34 master grad-uate students were divided randomly into two groups receiving bilingual teaching or Chinese teaching respectively. The effect of bilingual teaching was identified through an anonymous questionnaire at the end of a term. Again the students were divided randomly into two groups receiving problem-based learning ( PBL) teaching or traditional teaching respectively, and learning effectiveness was detected through a theory test and an operation test at the end of a term. Results 88.2% of post-graduates chosed that bilingual teaching was"Helpful" to their learning, and only 5. 9% of them chose "No obvious help". The majority of post-graduates believed that bilingual teaching cultivated self-learning, independent thinking, comprehensive expression, and simulated enthusiasm of English learning, which came out a better academic performance. About 41.2% of post-graduates in PBL group scored A (>80), and 47.1% got B (70-79) . In contrast, in traditional teaching group only 11.8% scored A, 35.3% scored B, and 5.9% failed the integrative test. Conclu-sion It suggests highlighting bilingual teaching, utilizing PBL-curricula, training clinical surgical skills and strengthening scientific research ability will enhance the integrative competence and academic performance of post-graduates in cardiovascular surgery.