Medical postgraduates are the new force of scientific research groups in China. However, the limitation of their English language ability restricts their publication of high-level Science Citation Index (SCI) papers to a large extent. Measures to improve students’ SCI language ability from macro, intermediate and micro aspects were discussed through flipped classroom teaching mode, such as students’ reading papers before class, students’ practicing paper writing after class, and teacher’s making comments in class. The feedback from the questionnaire showed that 96.65% of the students were satisfied with the teaching mode and 93.57% of them had improved their confidence in SCI writing. For the problems mentioned in the feedback, it was suggested that colleges and universities should formulate policies to encourage teachers to engage in medical English teaching, meanwhile teachers should constantly improve their professional quality, so as to help students improve their SCI language ability rapidly.
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A systematic review of flipped classroom approaches in language learning Pan Qi, Nurul Farhana Binti Jumaat, Hassan Abuhassna, Li Ting Contemporary Educational Technology.2024; 16(4): ep529. CrossRef
Purpose The study aimed to determine the personality types of the graduate students in Seoul National University School of Dentistry (SNU SD) and analyze the specific personal types that were linked to their performance in problem-based learning (PBL). Methods: A total of 263 graduate students in SNU SD from 2011 to 2013, participated in PBL and completed the Myers-Briggs Type Indicator (MBTI) GS form, which was analyzed statistically to determine whether their MBTI personality types were independent of their PBL performance. In particular, MBTI types were regressed on evaluation subcategories, including tutor evaluation and oral test. Results: ESTJ (20.9%) and ISTJ (18.6%) were the most common MBTI personality types in dental graduate students. Compared with males, female students performed significantly better on the PBL. Judging was the most notable type in PBL performance, with its J-P index being statistically significant. Conclusion: PBL is implemented, based on the perspective of student-centered education. Accordingly, the types of personality that usually matriculate in dental school should be monitored, and a student-centered approach to dental education should be adopted.
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Dental students’ Myers‐Briggs Type Indicator personality profile in the past 50 years: Systematic review and meta‐analysis Chenshuang Li, Niloufar Azami, Hugo Campos, Michael Chan, Anne Doan Van, Pamela Tisot, Susie Goolsby Journal of Dental Education.2024; 88(12): 1652. CrossRef
Factors affecting pre‐doctoral dental students’ selection of advanced dental education: A cross‐sectional study Jyoti Sonkar, Spencer Bense, Mohamed ElSalhy Journal of Dental Education.2020; 84(12): 1388. CrossRef
The relationship between non-cognitive student attributes and academic achievements in a flipped learning classroom of a pre-dental science course Minsun Kim, Sangho Roh, Jungjoon Ihm Korean Journal of Medical Education.2018; 30(4): 339. CrossRef
The Study of Personality Types between Pediatric and Other Dental Residents Seokhun Jang, Sunah Kim, Okhyung Nam, Misun Kim, Sungchul Choi, Hyoseol Lee THE JOURNAL OF THE KOREAN ACADEMY OF PEDTATRIC DENTISTRY.2017; 44(3): 327. CrossRef
Is Dental Students’ Clinical Productivity Associated with Their Personality Profile? Kristan D. Rodriguez, Joseph A. Bartoloni, William D. Hendricson Journal of Dental Education.2017; 81(12): 1436. CrossRef
The Relationship between the Personality Type, Major Satisfaction, Job Satisfaction and Desired job position of Dental Technology Students Soon-Suk Kwo Journal of Korean Acedemy of Dental Technology.2016; 38(2): 87. CrossRef
Review of diverse research contents in this issue Sun Kim Korean Journal of Medical Education.2014; 26(4): 249. CrossRef
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