scholarly journals Perceptions of Education Quality and Influence of Language Barrier: Graduation Survey of International Medical Students at Four Universities in China

2020 ◽  
Author(s):  
Wen Li ◽  
Chang Liu ◽  
Shenjun Liu ◽  
Xin Zhang ◽  
Rong-gen Shi ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Chinese Language ◽  
International Medical ◽  
Clinical Experiences ◽  
African Students ◽  
The Impact

Abstract Background: As the number of Asian and African students studying medicine in China increases, it is imperative to evaluate the educational experiences of these international medical students (IMSs). This study was intended to investigate opinions of China-educated IMSs towards the medical curriculum and the impact of Chinese language capability on their clinical studies.Methods: A self-administered questionnaire was circulated to the final-year IMSs during the graduation time from May 2019 to July 2019 in 4 universities in China. The questionnaire asked IMSs to assess the quality of medical education and provide a self-evaluation of their Chinese language capability. One-way Analysis of Variance (ANOVA) was used to determine whether IMSs’ Chinese language capability was associated with their clinical experiences and clinical competence.Results: Overall, we received 209 valid responses, of which 76.1% were satisfied with the quality of medical education. Genetics, physics, and mathematics were perceived as the least relevant basic courses for medical practice, and 21.5% of student reported that community-oriented medicine was a neglected subject. Notably, 58.9% of students had positive views about discussions on ethical topics during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skills and communication initiatives were found to be critical factors in influencing students’ clinical experiences and competence. Conclusion: This study presents the perceptions of China-educated IMSs towards medical curriculum from various aspects. Results show that language influences the education experiences of IMSs. Collectively, these results indicate that the curriculum for IMSs in China should be more problem-based and community-engaged to improve IMSs’ learning experiences and preparation for community deployment. Furthermore, training curriculum for the oral Chinese should be improved to equip IMSs with sufficient language competence to enable them to efficiently carry out clinical clerkship and rotations. Our findings provide evidence for benchmarking medical curricular codifications tailored for Asian and African students.

scholarly journals Perceptions of Education Quality and Influence of Language Barrier: Graduation Survey of International Medical Students at Four Universities in China

2020 ◽  
Author(s):  
Wen Li ◽  
Chang Liu ◽  
Shenjun Liu ◽  
Xin Zhang ◽  
Rong-gen Shi ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Chinese Language ◽  
International Medical ◽  
Clinical Experiences ◽  
African Students ◽  
The Impact

Abstract Background: As the number of Asian and African students studying medicine in China increases, it is imperative to evaluate the educational experiences of these international medical students (IMSs). This study was intended to investigate opinions of China-educated IMSs towards the medical curriculum and the impact of Chinese language capability on their clinical studies.Methods: A self-administered questionnaire was circulated to the final-year IMSs during the graduation time from May 2019 to July 2019 in 4 universities in China. The questionnaire asked IMSs to assess the quality of medical education and provide a self-evaluation of their Chinese language capability. One-way Analysis of Variance (ANOVA) was used to determine whether IMSs’ Chinese language capability was associated with their clinical experiences and clinical competence.Results: Overall, we received 209 valid responses, of which 76.1% were satisfied with the quality of medical education. Genetics, physics, and mathematics were perceived as the least relevant basic courses for medical practice, and 21.5% of student reported that community-oriented medicine was a neglected subject. Notably, 58.9% of students had positive views about discussions on ethical topics during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skills and communication initiatives were found to be critical factors in influencing students’ clinical experiences and competence. Conclusion: This study presents the perceptions of China-educated IMSs towards medical curriculum from various aspects. Results show that language influences the education experiences of IMSs. Collectively, these results indicate that the curriculum for IMSs in China should be more problem-based and community-engaged to improve IMSs’ learning experiences and preparation for community deployment. Furthermore, training curriculum for the oral Chinese should be improved to equip IMSs with sufficient language competence to enable them to efficiently carry out clinical clerkship and rotations. Our findings provide evidence for benchmarking medical curricular codifications tailored for Asian and African students.

scholarly journals Perceptions of education quality and influence of language barrier: graduation survey of international medical students at four universities in China

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Wen Li ◽  
Chang Liu ◽  
Shenjun Liu ◽  
Xin Zhang ◽  
Rong-gen Shi ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Chinese Language ◽  
International Medical ◽  
Clinical Experiences ◽  
African Students ◽  
The Impact

Abstract Background As the number of Asian and African students studying medicine in China increases, it is imperative to evaluate the educational experiences of these international medical students (IMSs). This study was intended to investigate opinions of China-educated IMSs towards the medical curriculum and the impact of Chinese language capability on their clinical studies. Methods A self-administered questionnaire was circulated to the final-year IMSs during the graduation time from May 2019 to July 2019 in 4 universities in China. The questionnaire asked IMSs to assess the quality of medical education and provide a self-evaluation of their Chinese language capability. One-way Analysis of Variance (ANOVA) was used to determine whether IMSs’ Chinese language capability was associated with their clinical experiences and clinical competence. Results Overall, we received 209 valid responses, of which 76.1% were satisfied with the quality of medical education. Genetics, physics, and mathematics were perceived as the least relevant basic courses for medical practice, and 21.5% of student reported that community-oriented medicine was a neglected subject. Notably, 58.9% of students had positive views about discussions on ethical topics during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skills and communication initiatives were found to be critical factors in influencing students’ clinical experiences and competence. Conclusion This study presents the perceptions of China-educated IMSs towards medical curriculum from various aspects. Results show that language influences the education experiences of IMSs. Collectively, these results indicate that the curriculum for IMSs in China should be more problem-based and community-engaged to improve IMSs’ learning experiences and preparation for community deployment. Furthermore, training curriculum for the oral Chinese should be improved to equip IMSs with sufficient language competence to enable them to efficiently carry out clinical clerkship and rotations. Our findings provide evidence for benchmarking medical curricular codifications tailored for Asian and African students.

scholarly journals Perceptions of Education Quality and Influence of Language Barrier: Graduation Survey of International Medical Students at Four Universities in China

2020 ◽  
Author(s):  
Wen Li ◽  
Chang Liu ◽  
Shenjun Liu ◽  
Xin Zhang ◽  
Rong-gen Shi ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Experience ◽  
Clinical Skills ◽  
Chinese Language ◽  
International Medical ◽  
Education Quality ◽  
African Students ◽  
Language Capacity

Abstract Background: As an increasing number of Asian and African students are studying medicine in China, it is imperative to assess the training quality of these international medical students (IMSs). The study was to gain insight into the attitudes from China-educated IMSs towards the medical curriculum and the influence of Chinese language abilities on their clinical studies. Methods: A modified Association of American Medical Colleges Graduation Questionnaire was applied among the final-year IMSs during the graduation season from May 2019 to July 2019 at four universities in China. The questionnaire asked IMSs to evaluate medical education quality and assess their Chinese language capacity. One-way ANOVA was used to determine whether participants' Chinese language capacity was associated with their clinical experience and clinical competence. Results: Overall, 209 valid responses were received and 76.1% were satisfied with the quality of the medical education. Genetics, physics, and mathematics were seen as the least helpful basic courses for practice, and 21.5% thought community-oriented medicine was a topic that lacked instruction. 58.9% were positive that discussions surrounding ethical topics were involved during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skill and communication manner were significant factors to influence students' clinical experience and competence. Conclusion: The study demonstrates China-educated IMSs' perceptions of the contemporary education policy from various aspects and language influence on their education experiences. The curriculum for IMSs in China should be more problem-based to enhance course interaction and more community-engaged to meet people's needs for health and medical care. Besides, the oral Chinese teaching and the initiative to speak need to be emphasized to facilitate the clinical training for IMSs. Our findings can be used as a source of evidence to benchmark medical curricular codifications catering for Asian and African students.

scholarly journals Students’ Perspectives of a Community-Based Medical Education Programme in a Rural District Hospital

2019 ◽  
Vol 6 ◽  
pp. 238212051988684
Author(s):  
Anthonio Adefuye ◽  
Matthew Benedict ◽  
Johan Bezuidenhout ◽  
Jamiu O Busari
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Medical Curriculum ◽  
District Hospital ◽  
Clinical Skills ◽  
Ethnographic Study ◽  
Hard Copy ◽  
Community Based ◽  
Structured Questionnaire

Background: The adoption of community-based medical education (CoBME) into the undergraduate medical curriculum is in line with the SPICE model for medical curriculum proposed by Harden and colleagues. Students are the consumers of medical education and are, thus, the ideal evaluators of the efficacy of their own course and learning environment. To evaluate the quality of the CoBME programme in Botshabelo District Hospital (BDH), this study investigated student’s perceptions of their experience during their CoBME training at BDH. In addition, suggestions on how to enrich students’ experience during the CoBME posting were obtained from the participants. Methods: This research was designed as a qualitative (ethnographic) study that used a structured questionnaire, to obtain written statements from 120 fourth-year undergraduate medical students describing their experience during their CoBME training at BDH. The structured questionnaire in the form of an evaluation form was self-administered, consisted of only open-ended questions grouped into 4 main sections and was distributed manually (hard copy) to the participants. Results: Of the 120 questionnaires distributed, 84 were returned, giving a response rate of 70.0%. When asked to indicate what they liked or disliked about their CoBME training, ‘Good educators/staff’ and the ‘Poor attitude of some doctors’ were the themes that scored highly (25.1% and 19.4%) in the ‘likes’ and ‘dislikes’ category, respectively. Some of the major challenges faced during the CoBME training at BDH included: exposure to new learning environment (14.2%), clinical practice context (12.6%), and language barrier (7.2%). Participants stated that they gained knowledge of how to perform certain clinical procedures and acquired core clinical skills in the areas of formulating management and managing some medical emergencies during their training at BDH. Increasing the duration of training (25.6% coverage) was suggested as a major way to enrich students’ experience during the training at BDH. Conclusion: Findings by this study reveal that CoBME is a valuable pedagogical tool to enhance learning in undergraduate medical education and that more work is required to improve the quality of CoBME training in BDH. We believe that the findings by this study will inform future planning of CoBME training programmes in BDH.

scholarly journals Experiences of international medical students enrolled in Chinese medical institutions towards online teaching during the COVID-19 pandemic

PeerJ ◽  
2021 ◽  
Vol 9 ◽  
pp. e12061
Author(s):  
Sarfraz Aslam ◽  
Huma Akram ◽  
Atif Saleem ◽  
BaoHui Zhang
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Online Education ◽  
Online Teaching ◽  
Clinical Skills ◽  
International Medical ◽  
Clinical Practices ◽  
Internet Connection ◽  
Validated Questionnaire ◽  
Medical Institutions

Introduction . The COVID-19 pandemic has forced the world to pause. One hundred and eighty-eight countries have imposed countrywide school closures, affecting more than 1.5 billion children and youths. The majority of academic leaders are currently encouraging online education to resolve this crisis. This study aimed to investigate international medical students’ (IMS) experiences of online teaching during the COVID-19 pandemic. Methods Data were collected online using a validated questionnaire and one open-ended question, presented on the Google forms platform. The study attracted responses from 1,107 IMS volunteer participants. IBM SPSS v. 25, GraphPad Prism v. 9, and MindManager v. 2018 were used for data analysis. All variables were subjected to descriptive statistical analysis. The Mann–Whitney U test was used in subgroup analysis and the Kruskal-Wallis test was also applied for year-wise comparisons. Open-ended text responses were analyzed qualitatively, extracting themes by which responses were classified. Results Among 1,107 respondents, a total of 67.8% were males, and the majority (63.1%) of the IMS were in the age group of 21–23 years. The results show that more than half of the respondents reported their Internet connection quality as poor to average. Poor Internet connection severely affected IMS online learning experience. Persistent and recurrent issues with Internet access became a significant concern for IMS. Lack of electricity is one of the factors that can contribute to poor learning output and dissatisfaction with online teaching. IMS perceive online medical education as unhelpful in several phases of the training, such as improving their clinical skills, knowledge, and discussion skills. Conclusions During these unprecedented periods, online teaching has allowed medical education to continue. However, IMS are generally dissatisfied with online teaching. Medical students must visualize the human body, so supportive technologies are important to compensate for the lack of clinical practices. Medical institutions may need to invest in faculty training programs and continually adjust to enhance the content of online training and international partnerships. A switch from conventional face-to-face teaching to a fully functional virtual education framework in the medical education field will take time and experience.

scholarly journals The Impact of a Revised Curriculum on Academic Motivation, Burnout, and Quality of Life Among Medical Students

2017 ◽  
Vol 4 ◽  
pp. 238212051772190 ◽  
Author(s):  
Mataroria P Lyndon ◽  
Marcus A Henning ◽  
Hussain Alyami ◽  
Sanjeev Krishna ◽  
Tzu-Chieh Yu ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Medical Students ◽  
Medical School ◽  
Academic Motivation ◽  
Medical Curriculum ◽  
Traditional Curriculum ◽  
Clinical Learning Environment ◽  
Cross Sectional ◽  
The Impact

Objective: The purpose of this study was to determine the impact of a revised curriculum on medical student academic motivation, burnout, and quality of life. Methods: This cross-sectional comparative study involved 2 medical school cohorts of second year and fourth year medical students at The University of Auckland: a cohort under a traditional curriculum (n = 437) and a cohort under a revised curriculum (n = 446). Participants completed self-reported questionnaires measuring academic motivation, burnout, and quality of life. Two multivariate analyses of covariance (MANCOVAs) were conducted. Results: The response rate was 48%. No statistically significant differences were found between curriculum cohorts for mean scores of academic motivation, personal burnout, and quality of life. However, differences were found when comparing preclinical medical students and students in their clinical years of training. In comparison with Year 2 medical students, the MANCOVA for Year 4 students showed a significant main effect for the revised curriculum with respect to both physical and environmental quality of life. Conclusions: A revised medical curriculum had a differential effect on quality of life for Year 4 students in the latter years of medical school who are based in a clinical learning environment.

scholarly journals Students’ perception regarding skill lab training in medical education

2019 ◽  
Vol 26 (06) ◽  
Author(s):  
Shezadi Sabah Imran ◽  
Musarat Ramzan ◽  
Fatima Tuz Zahra ◽  
Farhana Kausar ◽  
Benish Khan ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Goodness Of Fit ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Demographic Data ◽  
Clinical Skill ◽  
P Value ◽  
Goodness Of Fit Test ◽  
Cross Sectional

Introduction: Clinical skills refer to the skills required for a clinician to manage a complete patient encounter. Clinical skill laboratories provide the facility to medical students and medical staff to learn the clinical skills before applying them on patients. Objectives: To evaluate perception of medical students regarding skill lab training. Study Design: Cross -sectional study. Study Setting: Wah Medical College. Period: January 2017 to June 2017. Study Subject: Students of Final Year M.B.B.S. Sample Size: 114 students. Sampling Technique: Convenient sampling. Data Collection Procedure: With informed consent of participants, questionnaires were filled by students themselves. Questionnaire was comprised of two parts; first part comprised of demographic data, second part comprised of 18 questions to determine perception of medical students about skill lab training. The responses of 18 questions were measured on four-point Likert scale from strongly disagree to agree. Data Analysis: Data was analyzed by using SPSS version 19, frequencies and percentages were calculated. The Chi square- goodness of fit test for one sample was applied on various levels of agreement. The p value of less than 0.05 was considered as significant. Results: The mean age of 114 students was 23.4 years with minimum age of 21 years and maximum of 26 years. Male students were 45(39%) and 69(61%) were female students. Out of 114 medical students108 (94.8%) students preferred to practice in skill lab before performing it on patient and they also had an opinion that the mentor must be friendly and helpful during teaching. Among them 107 (93.9%) students desired that procedures in the skill lab should be performed by the mentors first in front of students and 103 (90.4%) students thought that training of practical skills improve their learning. Out of them 94(82.5%) students believed that skill lab training increased their motivation to become a doctor, 102 (89.5%) students thought that skill lab practice provides a feeling of security for learning process and 100 (87.7%) students had an opinion that it should be a compulsory part of medical curriculum and even it should be started from the first year of the medical education. P value of level of agreement of all the variables regarding perception about skill lab training was found to be < 0.001 which was statistically significant. Conclusion: The students believed that skill lab training is very useful for them and they preferred to practice on manikin before dealing with the patients.

Simulation as a Tool to Promote Professional Identity Formation and Patient Ownership in Medical Students

2019 ◽  
Vol 50 (6) ◽  
pp. 711-724
Author(s):  
Lillie Tien ◽  
Tasha R. Wyatt ◽  
Matthew Tews ◽  
A. J. Kleinheksel
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Professional Identity ◽  
Identity Formation ◽  
Clinical Experience ◽  
Clinical Skills ◽  
A Priori ◽  
Professional Identity Formation ◽  
Clinical Experiences ◽  
Contextual Elements

Background. Simulation has become a valuable tool in medical education, providing standardized clinical experiences without jeopardizing patient safety. Simulation may also help promote students’ professional identity formation (PIF) and patient ownership. Methods. A mixed-methods study was performed to explore the relationship between simulation, PIF, and patient ownership among third-year medical students in between their clerkship rotation blocks. Data were collected from 76 students after a simulated emergent case. A priori codes were developed and categorized into individual and contextual elements, and latent content analysis was conducted on the responses. Quantitative analysis identified how clerkship rotations and prior clinical experience affected students’ PIF and feelings of patient ownership. Results. Students exhibited both PIF and feelings of patient ownership as a result of the simulation. Students who completed an in-patient clerkship block described individual elements more frequently than students who completed the out-patient clerkship block (p = 0.017). Students who had no clinical experience prior to medical school remarked on individual elements more frequently than students who did have prior clinical experience (p = 0.017). Conclusions. When medical students felt like a physician, they took ownership of their patients. When they took ownership of their patients, they felt like a physician. Simulation has long been recognized as a valuable tool for developing clinical skills and teamwork behaviors, but it also fosters PIF and a sense of patient ownership. By introducing simulation activities earlier in medical education, students will have opportunities to develop patient ownership and professional identity earlier, allowing for a fuller, more mature development process.

scholarly journals Experience of a Final Year Medical Student: Pre- and Post-COVID-19 Era

2021 ◽  
Vol 59 (239) ◽  
Author(s):  
Prinsa Shrestha
Keyword(s):  
Public Health ◽  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Bedside Teaching ◽  
Health Crisis ◽  
Public Health Crisis ◽  
Medical Education System

Medical education provides both knowledge and clinical skills to students. Clinical skills program including bedside teaching is considered an irreplaceable part of the undergraduate medical curriculum. COVID-19 pandemic has halted the delivery of effective clinical skills to medical students which has especially affected the final year students. So, we need to find an alternate approach to teach clinical skills to medical students in this era of COVID-19. This public health crisis has also demonstrated the significance of resilience and adaptability in the medical education system and the need to inculcate these values in our generation of medical students. This will help the students to complete their transition from a ‘student’ to a ‘doctor’. This article highlights the experience of a final year medical student in the pre- and post-COVID-19 period, problems faced by final year medical students during this crisis, and effective ways to cope up with them.

scholarly journals Evaluating the community-based medical education programme in a rural district hospital: The students’ perspectives

2019 ◽  
Author(s):  
ANTHONIO O Oladele ADEFUYE ◽  
Matthew Abiodun Benedict ◽  
Johan Bezuidenhout ◽  
Jamiu Busari
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Medical Curriculum ◽  
District Hospital ◽  
Clinical Skills ◽  
Education Programme ◽  
Ethnographic Study ◽  
Community Based ◽  
Training Programmes

Abstract Backgrounds: The adoption of community-based medical education (CBME) into the undergraduate medical curriculum is in line with the SPICE model for medical curriculum proposed by Harden and colleagues. Students are the consumers of medical education and are, thus, the ideal evaluators of the efficacy of their own course and learning environment. To evaluate the quality of the CBME programme in Botshabelo District Hospital (BDH), this study investigated student’s perceptions of their experience during their CBME training at BDH. In addition, suggestions on how to enrich students’ experience during the CBME posting was obtained from the participants. Methods: This research was designed as a qualitative (Ethnographic) study that used a questionnaire survey to qualitatively explore the perceptions of fourth-year undergraduate medical student at BDH. Results: Of the 120 questionnaires distributed, 84 were returned, giving a response rate of 70.0%. When asked to indicate what they liked or disliked about their CBME training, “Good educators/staff” and the “Attitude of some doctors” were the themes that scored highly (25.1% and 19.4%) in the “likes” and “dislikes” category respectively. Some of the major challenges faced during the CBME training at BDH included; Exposure to new learning environment (14.2%); Clinical practice context (12.6%) and; Language barrier (7.2%). Participants stated that they gained knowledge of how to perform certain clinical procedures and acquired core clinical skills in the areas of formulating management and managing some medical emergencies during their training at BDH. Increasing the duration of training (25.6% coverage) was suggested as a major way to enrich students’’ experience during the training at BDH. Conclusions: Findings from this study reveal that CBME is a valuable pedagogical tool to enhance learning in undergraduate medical education and that more work is required to improve the quality of CBME training in BDH. We believe that the findings from this study will inform future planning of CBME training programmes in BDH.

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