Exploration and application of evidence-based teaching mode in the teaching of “international journal article writing on cardiovascular diseases”

AIM To explore the effective integration of evidence-based thinking into the teaching of international journal paper writing in the field of medical education, using genre analysis theory and corpus tools as carriers, which are mainstream theories in the teaching of English for Specific Purposes, and to evaluate the teaching effectiveness.

METHODS A total of 68 medical students from the 2020 class and 74 from the 2021 class, who are enrolled in an eight-year medical program at a medical college, were selected as the research subjects. An anonymous questionnaire survey was conducted to understand the students' learning situation and to study the application and effects of evidence-based thinking in the teaching process.

RESULTS After adopting the evidence-based teaching model in the international journal article writing course on cardiovascular diseases, the experimental group showed significant improvements in five evaluation indicators: the ability to apply Word-Neighbors and AntConc to find optimal collocations, to identify typical sentence patterns in discourse moves, to translate Chinese sentence patterns into English, and in communication and teamwork (P<0.05); the students’ confidence in publishing in international journals also significantly increased. The final exam scores of the experimental group were significantly better than those of the control group (P<0.05).

CONCLUSION The typical expressions provided by the online corpus Word-Neighbors and the professional corpus retrieval tool AntConc serve as the best evidence, enabling students to quickly acquire and output paper fragments that meet the writing standards of international journals in cardiovascular diseases. After effectively integrating evidence-based thinking into the teaching of international journal paper writing on cardiovascular diseases, students’ confidence and skills in writing and publishing in international journals have been enhanced, indicating that the integration of evidence-based thinking effectively improves students’ ability to write papers for international journals.