Objective  To analyze the feasibility, possible problems and application of bilingual teaching rounds in vascular surgery teaching. Methods  Ninety participants included internship, interns and residents of standardized training from 2015 to 2016 in vascular department of West China Hospital of Sichuan University were included. The questionnaire named the feasibility of bilingual rounds in surgery teaching was done and analyzed in all of these students. The results of the evaluation score from different teachers on their teaching process were also analyzed. Results  Three groups could accept bilingual teaching rounds of this teaching form, and all of them were willing to be involved in, but their English levels and acceptance participate times were different. The CET4 levels of three groups did not have any difference; however, the CET6 levels had significant difference. There were significant differences in the preparation times and the review times (all P values <0.05), and there were no difference in acceptance, value and promote degree (all P values >0.1). In different teaching teachers' self assessment on the same objective, there was significant differences (all P values <0.05). Conclusion  Bilingual rounds in surgery teaching have certain feasibility. Different adjustments are needed according to the English level and the grade, and higher request of the teacher is necessary.

Citation： WU Zhoupeng, ZHAO Jichun, ZENG Guojun. The feasibility study of bilingual teaching rounds in vascular surgery teaching. Chinese Journal of Evidence-Based Medicine, 2017, 17(6): 640-643. doi: 10.7507/1672-2531.201612099 Copy