在近十年的课程建设过程中，无论在切入点上，还是在内容上，我们都进行了艰辛的探索、大胆的自我否定与肯定、精益求精的完善。在辛勤耕耘的学术路上，我们已经将其逐步打造成融合英语学习和医学知识学习、并充分发挥学生学习自主性(Student Autonomy/DIY )的课程。 该课程有较强的学术性，在有限的课时里使教学价值最大化。
The course of Medically Speaking, administratively Medically English III (MED130141), is an advanced program of ESP in nature. It is offered to the MD candidates at their third academic year.
As an ESP course, the curriculum is intended to help the medical students build up their oral performance and performance of English as a foreign language to learn at an advanced level while advancing their professional capability in clinical practice and raising their awareness of academic interest in doing research. The purpose is achieved by means of four pedagogical approaches: a PBL approach to a particular medical problem and medical discipline; a DIY approach to the online pursuit of the topic-related medical advances and breakthroughs in the medical literature so that a particular focus or an insightful perspective can be formed on which to make an oral presentation in a unique way in the classroom; a communicative approach to the simulated academic activities in class so that students can be immerged in the “real” situation with a view to promoting their language competence, medical capability and awareness of academic interest in doing research; and a supplemental approach to the acquisition of the functional and notional language for the skills of oral presentation as well as to the making of a PPT presentation, especially in terms of wording.
In the classroom, the working mechanism involves three elements, knowledge, language and skill, in which the instructor serves as an organizer and facilitator and the student acts as a dynamic participant. Consequently, knowledge accumulation, language acquisition and performance skill are promoted and enhanced, respectively.