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This study is to explore the effectiveness of PBL English teaching methods for medical postgraduates. PBL was used in medical postgraduates’ English teaching and after the teaching, the students were surveyed and SPSS19.0 statistical software package was used for analysis. The results of statistical analysis found that medical postgraduate students’ PBL English teaching model acceptance is 3.98, English learning interest 4.057, English learning attitude 3.65, and English learning outcome 3.77. Most of the medical postgraduates like PBL English teaching mode, which can greatly improve the interest of medical students in learning English and improve the students' oral English, listening and learning material collection and collation ability. The teaching of English for medical postgraduates is a continuation of undergraduate English course. The purpose of teaching is to cultivate students with a better reading ability, a certain degree of writing, translation skills and basic listening and speaking abilities so that the medical postgraduates can use English as a tool to carry out the professional study and research. Medical postgraduate students are from all over the country, and the students are of different education background with uneven levels of English, they "do not understand English, cannot speak or write English", and there is still quite a gap between their English level and the actual application . Li Shujing and others found that the purpose of graduate students in learning English is more realistic, mainly reflected in "external requirements motivation" and "communication media motivation". The students desire to obtain application skills, especially output oral and writing skills through questionnaire survey . Many medical graduate students’ English learning motivation is to access medical literature, professional information, writing and publishing SCI papers. However, most of current postgraduate English courses are mainly concentrated in traditional English classroom with similar teaching content and teaching methods to undergraduate teaching. Teachers mainly focus on vocabulary, grammar, and text structure. This teaching model not only cannot significantly improve the students' English level, but also has a certain hindrance to the formation of students' English thinking. Over time, medical graduate students are easy to lose interest in English learning . In addition, compared to undergraduate, postgraduate students will not be affected by English level examinations, and students are prone to be inactive in English class and inattentive and so on . In order to improve the interest of English in medical students and improve the comprehension abilities of English listening, speaking, reading, writing and translation of medical students, we will introduce PBL teaching model in medical postgraduates’ English teaching to give a new perspective to supplement and expand graduate students' English teaching research to a certain extent. I. Subjects and methods The research subjects are 2016 and 2017 grade medical postgraduate students in our school. According to the principle of heterogeneous grouping, students in different levels were divided into groups according to “In-group heterogeneity, Inter-group homogeneity” based on students’ differences in gender, personality, achievement, learning ability and behavior habit. The students 2017 3rd International Conference on Economy, Management and Education Technology (ICEMET 2017) Copyright © (2017) Francis Academic Press, UK 109 were divided into several groups with a group of six . PBL teaching is implemented in teaching practice. Students study each unit articles in advance, and discuss the content of the text in groups. According to the text content, students put forward questions, and then teachers and students discuss them. After school, students prepare for the agreed questions, and present their achievements in the next class through PPT, speech and other forms. Finally, the teacher evaluates the student's presentation. At the end of whole teaching phase, a questionnaire on the teaching effect of PBL teaching model was distributed to the students, and SPSS19.0 software was used to analyze the data of all the subjects. The questionnaire was prepared by using the questionnaire designed by Miao Zhangyan and revised appropriately. A total of 22 questionnaires were searched, and medical students’ English learning attitude, learning motivation, learning ability, cooperative learning and autonomous learning were investigated. Each question uses Likert-type five-level scale: "totally agree", "agree", "not necessarily", "disagree", "totally disagree" five answers, respectively, as 5,4,3, 2,1 points. A total of 85 questionnaires were distributed to subjects and 82 valid questionnaires were retrieved and the recovery rate was 96.47%.

PBL English Teaching Research for Medical Postgraduates