Bilingual immunology teaching significantly improves undergraduates' competence in English application¶
Claim · All claims
Evidence · 1 study · quant-synthesisr1·q2
Currency · newest study 2026 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Bilingual immunology instruction produced a statistically significant improvement in students' English application ability (RD = 0.36, 95% CI 0.13–0.59, p = 0.003). → Ji Pengyu 2026
Evidence¶
Ji Pengyu 2026¶
Ji Pengyu, Li Qianqian, Li Na, Zhang Lin. (2026). The efficacy of bilingual immunology teaching on undergraduates in China: a systematic review and meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-026-08725-7
q2 · i? · quant-synthesis · r1
Meta-analysis of five non-randomized studies (345 participants) measuring competence in English application — reading and writing English literature, professional English expression, and presenting English-language scientific materials. Substantial heterogeneity (I² = 97%) warranted a random effects model.
"The pooled results indicate a statistically significant improvement in students’ English application ability following the implementation of bilingual instruction (p = 0.003), with a RD of 0.36 (95% CI: 0.13 to 0.59)"
Discussion¶
Learner Variables¶
- English-Learner Status — outcome: instruction changes it
- Reading and Language — outcome: instruction changes it
Related Claims¶
- Evidence for bilingual immunology teaching rests on few, mostly moderate-quality non-randomized studies with substantial heterogeneity — related
- Bilingual immunology teaching significantly increases the percentage of Chinese undergraduates achieving course scores above 80 — related
- Bilingual immunology teaching significantly improves professional English proficiency among Chinese undergraduates — related
- Bilingual teaching benefits on course performance may not extend to second-year students who already meet an English proficiency threshold — related
- Publication bias tests and sensitivity analyses support the robustness of the pooled bilingual teaching effects — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-10-31 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.