本研究探討四個問題：醫學英文課程可否由英文老師來上？英文老師所開設的醫學英文課程該上些什麼？適合那些學生來選讀？適合開設在幾年級？研究對象為中國醫藥大學醫學系二年級和非醫學系一年級學生，藉由醫學英文課程之授課與問卷調查，瞭解兩類學生觀點上之異同，並對未來課程提出建議。結果顯示非醫學系一年級對教材、課程與任課教師持高度的肯定，但是，醫學系二年級的滿意度卻遠低於這些班級，甚至不認為此課程符合他們的期待。本研究建議英文老師可以提供非醫學系一年級基礎的醫學資訊，但是在醫學系一年級或所有系別二年級的課程中，英文老師有限的醫學背景是需要醫學專業老師的協助，所以，醫學專業與英文老師皆有其必要的角色才是。此外，在醫學英文課程中，應該增加師生互動，鼓勵合作學習、引導獨立學習，並加強醫學倫理觀念。
This study is aimed to explore the following questions: (1) Are English teachers the adequate persons to teach the medical English program? (2) What should be taught in the medical English program conducted by English teachers? (3) Who is that medical English program suitable for? (4) In what year should that medical English program be offered? The subjects in this study are China Medical University sophomores in medical major and freshmen in non-medical major. Based on the survey after the program, this study examines the similarities and differences of perception between these two groups. And finally, it proposes suggestions to further improve the effectiveness of the medical English program. The results show that the freshmen in non-medical major report highly positive attitudes toward the teaching materials, the program and the teacher. On the contrary, the satisfaction levels of the sophomores in medical major are much lower. Even, they don't think that the program matches their expectations. Therefore, English teachers can provide basic medical information to the freshmen in non-medical major, but as for the freshmen in medical major or the sophomores of all majors, the medical English program should be supplemented by medical professionals, as a result of English teachers' limited medical background. Additionally, the program should place emphasis on promoting teacher-student interaction, encouraging collaborative learning, and guiding independent learning. And last but not least, medical ethics should be regarded as a fundamental role in the medical English program.
