【Abstract】Objective To explore the reasonable construction of the bilingual teaching training mode for medical teachers so as to improve the effectiveness of the bilingual teacher training

promote the development of faculties and the quality of bilingual teaching in colleges and universities. Methods First

need analysis was done on 45 medical teachers who had taught medical science in English or intended to do it in Third Military Medical University and four basic modules were formed--- lectures in class

one on one instruction，self training

simulation teaching. Lectures in class are related to how to improve students’ ability of language

make PPT and design teaching plans. One on one instruction focuses on pronunciation

lecture notes writing in English

trial teaching and teaching attitude; self training includes human-computer interaction in listening and speaking

independent preparation for lessons and video learning; simulation teaching is composed of trial lecture in class

teacher-student comments and demo lessons. Then 3 students participating the training was investigated and the analytic hierarchy process (AHP) was applied to calculate the weights of every indice. Results Primary index weights are: 0.49 for one-on-one tutoring; 0.24 for simulated teaching; 0.18 for having English lessons; 0.082 for independent learning. Weights of secondary indices are as the following. Trial teaching

the lecture notes writing in English and the training for English pronunciation and teachers’ classroom language which are subordinate to the primary index of one-on-one tutoring are 0.18

0.15 and 0.096 respectively; teachers’ comments and peer feedback and demo class under the primary indice of simulated teaching are 0.12and 0.091. Conclusion In order to improve the teaching ability in English

it is necessary to strengthen the one-on-one tutoring for medical professional teachers

highlight English teachers’ comments and peer assessment and excavate the effect of demo classes in the training program.