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Methods 100 medical students at Jiangmen Central Hospital were randomized to a bilingual group (n=50) or a monolingual Chinese control group (n=50). Outcomes included clinical competency examinations and a teaching-quality questionnaire. Results The bilingual group achieved higher overall clinical competency, improved frontier literature analysis and clinical skills, and showed greater satisfaction, including professional English mastery, without reducing core theoretical knowledge acquisition.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/implementing-bilingual-education-in-gastrointestinal-surgery-theory-practice-and-insights-from-china/444378/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/implementing-bilingual-education-in-gastrointestinal-surgery-theory-practice-and-insights-from-china/444378.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What teaching model is evaluated in this study?","Question",{"text":112,"@type":113},"A structured Chinese–English bilingual teaching model for gastrointestinal surgery education, integrating bilingual terminology explanations, interactive case discussions, and applied clinical language practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students assigned to the bilingual and control groups?",{"text":117,"@type":113},"A total of 100 medical students were randomly assigned to a bilingual group (n=50) or a control group receiving traditional monolingual Chinese teaching (n=50).",{"name":119,"@type":110,"acceptedAnswer":120},"What improvements did the bilingual group show in outcomes?",{"text":121,"@type":113},"The bilingual group scored significantly higher overall clinical competency, with notable gains in frontier literature analysis and clinical practice skills, and reported significantly greater satisfaction, including professional English mastery.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},444378,1791118351,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Wang et al. BMC Medical Education (2026) 26:8 BMC Medical Education  \n[https://doi.org/10.1186/s12909-025-08322-0](https://doi.org/10.1186/s12909-025-08322-0)  \nRESEARCH Open Access  \nImplementing bilingual education in gastrointestinal surgery: theory, practice, and insights from China  \nChengxing Wang 1,2†, Chaorong Zhou 1,2†, Yongfeng Ma 1,2,3, Canxiu He 1,2,3, Jinglin Zhao 1,2,3* and Yaoming He 1,2,3*  \nAbstract  \nObjective This study aims to evaluate the effectiveness of a structured Chinese–English bilingual teaching model in the context of gastrointestinal surgery education, focusing on both theoretical learning and clinical practice in Chinese setting.  \nMethods A total of 100 medical students undergoing training in gastrointestinal surgery at Jiangmen Central Hospital were randomly assigned to a bilingual group (n = 50) or a control group (n = 50) . The bilingual group received integrated instruction combining Chinese and English materials, including bilingual explanations of terminology, interactive case discussions, and clinically applied language practice. The control group received traditional monolingual (Chinese) teaching. Outcomes were assessed through clinical competency examinations-evaluating theoretical knowledge, literature analysis, and practical skills-and a teaching quality questionnaire.  \nResults The bilingual group scored significantly higher in overall clinical competency (81 .10 ± 7.19 vs. 73.50 ± 8. 01, P \u003C 0. 001), with notable improvements in frontier literature analysis (25 .24 ± 2.40 vs. 21.36 ± 3. 26, P \u003C 0. 001) and clinical practice skills (24 .18 ± 2.49 vs. 21.18 ± 3. 10, P \u003C 0. 001) . Theoretical knowledge scores were comparable between groups (P = 0 .458) . Questionnaire results indicated significantly greater satisfaction in the bilingual group across all domains, including professional English mastery (p \u003C 0. 001), with 76% overall satisfaction versus 32% in the control group (P \u003C 0. 001) .  \nConclusion The integrated bilingual education model significantly enhances competencies in literature interpretation, clinical reasoning, and student engagement without compromising acquisition of core knowledge. These findings support the adoption of bilingual strategies in medical education systems where English is a foreign language, highlighting its potential to cultivate globally competent surgical professionals.  \nKeywords Bilingual education, Gastrointestinal surgery, Teaching reform  \n†Chengxing Wang and Chaorong Zhou contributed equally to this work.  \n*Correspondence: Jinglin Zhao [403612238@qq.com](403612238@qq.com)  \nYaoming He  \n[heyaoming1981@sina.com](heyaoming1981@sina.com)  \n1Department of Gastrointestinal Surgery, Jiangmen Central Hospital, Jiangmen 529000, China  \n2Digestive Disease Research Center, Jiangmen Central Hospital, Jiangmen 529000, China  \n3Guangdong Medical University, Zhanjiang 524000, China  \n© The Author(s) 2025. Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit [http://creati](http://creati)[vecommons.org/l](vecommons.org/l)icenses/by-nc-nd/4.0/.  \nWang et al","cbCaiaKoanpekKJU","https://ap.wps.com/l/cbCaiaKoanpekKJU","pdf",1137457,"English","# Abstract\n# Introduction\n## Globalization and medical English needs\n## Limitations of traditional monolingual training in China\n# Methods\n## Participants and group allocation\n## Teaching interventions\n# Outcomes\n## Clinical competency examinations\n## Teaching quality questionnaire\n# Results\n## Clinical competency and subdomains\n## Satisfaction and professional English mastery\n# Conclusion","[{\"question\":\"What teaching model is evaluated in this study?\",\"answer\":\"A structured Chinese–English bilingual teaching model for gastrointestinal surgery education, integrating bilingual terminology explanations, interactive case discussions, and applied clinical language practice.\"},{\"question\":\"How were students assigned to the bilingual and control groups?\",\"answer\":\"A total of 100 medical students were randomly assigned to a bilingual group (n=50) or a control group receiving traditional monolingual Chinese teaching (n=50).\"},{\"question\":\"What improvements did the bilingual group show in outcomes?\",\"answer\":\"The bilingual group scored significantly higher overall clinical competency, with notable gains in frontier literature analysis and clinical practice skills, and reported significantly greater satisfaction, including professional English mastery.\"}]","Implementing bilingual education in gastrointestinal surgery - theory, practice, and insights from China | PDF",1790707763,18]