Trial reportPloS one2024
The application of production-oriented approach research teaching method in medical academic English course.
Trial report in PloS one, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed, 3 citations in OpenAlex.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The purpose of this study is to investigate the efficiency of the production-oriented approach research (POA-R) teaching approach on academic English courses. The six-week study involved thirty-nine postgraduate students from Guilin Medical University studying medical technology. These students were randomly divided into POA-R (19 participants) and non-POA-R (20 participants) groups. The process of study in the POA-R group was divided into three stages, motivating, enabling, and assisting. The instructor gave the class a task at the motivational stage that involved taking the academic IELTS exam, writing a review article and giving an oral presentation about their research topic. At this stage, students are challenged to find relevant information searching PubMed and other literature databases. The teacher served as a facilitator of learning and would not offer information related to the tasks. During the enabling phase, students were encouraged to ask their supervisor for help and guidance. Students ask questions in class, and the instructor discusses the questions with the students and guides them to solve the questions independently. During the assessment stage, students take the academic IELTS exam, finish the review article, given an oral presentation related their research project, and complete an instructional questionnaire. The non-POA-R group was instructed by the teacher lecture method, comprising six lectures and an oral presentation in addition to the completion of a review article. The final grades of course include a review article, an oral presentation, and an academic IELTS test. The results revealed that the students in the POA-R group outperformed the non-POA-R group in terms of mean scores on the IELTS exam, oral presentation, and review article. To further support and demonstrate the advantages of the POA-R teaching approach, an instructional questionnaire using Likert scales and the attitudes of their supervisors was employed. In conclusion, the POA-R teaching approach is a highly successful strategy for enhancing postgraduate students' academic English proficiency. It greatly enhanced the participants' academic knowledge, learning interest, and active learning.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.