INTEGRATION OF INTERNATIONAL STUDENTS INTO EDUCATIONAL MEDIUM OF THE MEDICAL SCHOOL: STUDENT SURVEY

Abstract Background: Medical student burnout can cause emotional and physical exhaustion and detachment. The objectives of this study were to evaluate burnout using the Maslach Burnout Inventory-Student Survey (MBI-SS), identify factors that may predict burnout, and assess wellness initiatives effectiveness at reducing burnout. Methods: The MBI-SS was administered to all medical students (Classes 2019 to 2022) at the University of Illinois College of Medicine (UICOM) from February to May 2019. Factor analysis and internal consistency of the MBI-SS were assessed. Mean MSBI-SS subscale scores for burnout were calculated for cynicism (CY), emotional exhaustion (EE), and academic efficacy (AE). Multiple regression analysis was used to identify student factors that may predict burnout.Results: A total of 273 (21.6%) UICOM students completed the survey and 110 (40.3%) respondents reported self-perceived burnout. MBI-SS subscale scores were significantly higher for CY and EE, and significantly lower for AE in students who reported suffering from burnout versus students who did not report burnout. Mean ± SD subscale scores for CY, EE, and AE in burnout students were 14.44 ± 5.59, 23.23 ± 4.74, and 24.81 ± 5.35, respectively. In comparison, mean ± SD subscale scores for CY, EE, and AE in non-burnout students were 7.59 ± 5.16, 14.96 ± 5.71, and 28.74 ± 3.21, respectively. Regression analysis denoted significant associations between burnout and being out-of-phase in the curriculum, the effectiveness of wellness initiatives, and strength of motivation for medical school (SMMS) in both the two- and three-dimensional MBI-SS models. Gender was significantly associated with burnout in only the two-dimensional model.Conclusions: Self-reported burnout in medical students at UICOM was validated using the MBI-SS. Being out-of-phase in the curriculum, being female, rating wellness initiatives as less effective, and demonstrating lower motivation for continued medical school education may be used as predictors of medical student burnout. This investigation may act as a guide for measuring burnout in medical student populations and how the implementation of wellness initiatives may ameliorate burnout.

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Introducing problem-based learning into a traditional medical school : student and staff perceptions of the United Arab Emirates University's innovation

10.26481/dis.19991124dm ◽

1999 ◽

Author(s):

D.J.S. Mpofu

Keyword(s):

Medical School ◽

United Arab Emirates ◽

Problem Based Learning ◽

Staff Perceptions ◽

Medical School Student

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National examination for medical residency admission: academic variables and performance among different schools

Salud Pública de México ◽

10.21149/11576 ◽

2020 ◽

Vol 63 (1, ene-feb) ◽

pp. 60-67

Author(s):

Miguel Angel Gaxiola-García ◽

José de Jesús Villalpando-Casas ◽

Sebastián García-Saisó ◽

Manuel García-Minjares ◽

Adrián Martínez-González

Keyword(s):

Public Schools ◽

Medical School ◽

Private Schools ◽

Geographic Region ◽

T Test ◽

Medical Residency ◽

North West ◽

North East ◽

Admission Test ◽

Medical School Student

Objective. To identify medical school characteristics associated with performance in a medical residency admission test. Materials and methods. Performance and selection rates according to type of medical school (Student´s t-test, Chi-squared test), accreditation status (Student´s t-test) and geographic regions (Anova) were analyzed from a database comprising 153 654 physicians who took the residency admission test Examen Nacional de Aspirantes a Residencias Médicas (ENARM) in the period 2014-2018. Results. Performance was 62.5% for accredited programs and 61.4% for non-accredited programs (p<0.001); public schools reached 62.3% and private schools 62.2% (p<0.001). Northern regions performed above 63% while South-Southeast at 58.9% (p<0.001). Selection rate was 26.2% for accredited programs and 22.9% for non-accredited (p<0.001); 26.6% for public schools and 23.6% for private schools (p<0.001). North-East and North-West reached 31% while South-Southeast 20.7%. Conclusions. Type of school, accreditation status and geographic region may influence performance and selection rate.

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“To listen or to read?” Audio or written assessment feedback for international students in the UK

On the Horizon ◽

10.1108/oth-07-2013-0026 ◽

2014 ◽

Vol 22 (2) ◽

pp. 127-135 ◽

Cited By ~ 6

Author(s):

Esyin Chew

Keyword(s):

International Students ◽

Alternative Assessment ◽

Learning Experience ◽

Educational Institution ◽

Student Survey ◽

Audio Feedback ◽

Content Type ◽

Human Element ◽

Digital World ◽

Assessment Feedback

Purpose – In response to the less satisfied National Student Survey, UK universities have committed to transform assessment and feedback experience. This paper aims to explore how the diversity of online assessment and feedback offer a better learning experience for international students. Design/methodology/approach – By using the action research method, the research investigated academic and international students' first experience on audio feedback and online text. Video interviews and online questionnaires were carried out. Findings – All research participants would like to receive assessment feedback in audio form. This reflects the learning experience of students and suggests that the support of a higher educational institution or a tutor could provide for assessment and feedback enhancement in the digital world is mandatory. Other than the technological and instrumental advantage, the “human element” of audio feedback makes it unique and interesting to listen to in contrast to online written feedback. Research limitations/implications – It is recognised that the number of student participants was small but the qualitative findings demonstrate some key issues in relation to international student experience and the effectiveness and engagement of assessment feedback that may inspire future empirical research. Practical implications – Some conditions under which feedback is likely to be effective are not met as frequently as originally believed, audio feedback can be thoughtfully considered as an alternative assessment feedback mechanism for international students. Originality/value – The “‘human element’ of audio assessment feedback” defeats online written text for international students. They appreciate the effort spent by the tutor to provide them assessment and feedback personally by “talking to them”.

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Capturing Student Satisfaction: A Case Study on the National Student Survey Results to Identify the Needs of Students in STEM Related Courses for a Better Learning Experience

Education Sciences ◽

10.3390/educsci10120378 ◽

2020 ◽

Vol 10 (12) ◽

pp. 378

Author(s):

Anastasia Sofroniou ◽

Bhairavi Premnath ◽

Konstantinos Poutos

Keyword(s):

International Students ◽

Student Satisfaction ◽

Learning Experience ◽

Influential Factors ◽

Student Recruitment ◽

Student Survey ◽

Teaching Excellence ◽

Financial Survival ◽

And Mathematics ◽

The Uk

The UK higher education has been one of the top destinations for international students over the last few decades, and it is beneficial to the UK local and national economy. However, recent changes of the governmental policies on the way UK universities are funded and the recession that still affects economies around the world have left many universities around the UK at financial survival risk. With relatively limited access to reduced research funds, student recruitment has a vital importance for most universities. It has been well established in the literature that academic reputation and the level of services have the most significant impact on national and international students. Thus, universities, to maintain their market share, must spend much energy and resources to improve the level of services offered to their students. The recently introduced National Student Survey (NSS) has become one of the most important metrics to assess student satisfaction that influences directly the university league tables and the Teaching Excellence Framework (TEF), which in turn effects international and national student recruitment. It is not surprising that underpinning student satisfaction has become the major target of UK universities. Therefore, a research investigation has been carried out to identify the most influential factors that comprise to the decision of overall satisfaction for the students studying Science, Technology, Engineering and Mathematics (STEM) subjects. On this purpose, a detailed statistical analysis was carried out on the NSS results and it was concluded that there is strong evidence, that “teaching” and “organisation and management” are the vital influential factors on the overall satisfaction of students.

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