Article type
Year
Abstract
Background: The Cochrane abstract translation project is seeking for volunteers for the wider dissemination of best evidence into other languages; this is an opportunity to practice medical translation, as well as an efficient way to learn systematic review (SR) methodology. In Beijing University of Chinese Medicine (BUCM), it is important for Medical English majors to comprehend fully the concept of evidence-based medicine (EBM) and establish translation capacity.
Methods: We integrated the training of Cochrane abstract translation into teaching for undergraduates majoring in Medical English in BUCM in their sixth and seventh semesters. In the sixth semester, we introduced Cochrane SRs and encouraged students to practice translating the abstracts and Plain language summaries (PLS) into Chinese. We revised the translations and selected two typical pieces as the teaching material for the class and trained the students, focusing on the structure and skills of translation for one hour. Forty-nine students formed 24 groups and selected 24 abstracts and PLS as assignments. In the first week each group finished the translation and summarized the questions they encountered. In the second week we organized a discussion and each group finalized the translation and went through the revising. When the translation was handed in, we did the final revision and submitted it to Cochrane via Smartling, and at the same time sent feedback and scores to the students. The scoring counted 10% of the final marks in the Medical English Translation course.
Results: We have finished 31 pieces of translation and will finish the submission in May of 2016. Many students were encouraged by the recognition of their own translation work and obtained interest in EBM and Cochrane SRs.
Conclusion: The third year undergraduates are capable of translating Cochrane SR abstracts and PLS after proper training and it is a worth trying to teach an approach that integrates methodology and practical skills. The Cochrane translation practice has been a set part in teaching for Medical English Majors in BUCM and will continue, with improvements, in the future.
Methods: We integrated the training of Cochrane abstract translation into teaching for undergraduates majoring in Medical English in BUCM in their sixth and seventh semesters. In the sixth semester, we introduced Cochrane SRs and encouraged students to practice translating the abstracts and Plain language summaries (PLS) into Chinese. We revised the translations and selected two typical pieces as the teaching material for the class and trained the students, focusing on the structure and skills of translation for one hour. Forty-nine students formed 24 groups and selected 24 abstracts and PLS as assignments. In the first week each group finished the translation and summarized the questions they encountered. In the second week we organized a discussion and each group finalized the translation and went through the revising. When the translation was handed in, we did the final revision and submitted it to Cochrane via Smartling, and at the same time sent feedback and scores to the students. The scoring counted 10% of the final marks in the Medical English Translation course.
Results: We have finished 31 pieces of translation and will finish the submission in May of 2016. Many students were encouraged by the recognition of their own translation work and obtained interest in EBM and Cochrane SRs.
Conclusion: The third year undergraduates are capable of translating Cochrane SR abstracts and PLS after proper training and it is a worth trying to teach an approach that integrates methodology and practical skills. The Cochrane translation practice has been a set part in teaching for Medical English Majors in BUCM and will continue, with improvements, in the future.