scholarly journals 30 éves a debreceni angol nyelvű orvosképzés

Gerundium ◽  
2019 ◽  
Vol 9 (2) ◽  
pp. 173-183
Author(s):  
Ferenc Erdődi ◽  
Klára Matesz
Keyword(s):  
Medical Education ◽  
International Education ◽  
Foreign Students ◽  
English Language ◽  
General Medicine ◽  
Medical Doctor ◽  
30Th Anniversary ◽  
The Usa ◽  
The University ◽  
English Program

The 30th anniversary of the English Program at the Facult y Of Medicine. The Faculty of Medicine at the University of Debrecen celebrated the 30th anniversary of the English Program in medical education in 2017. The program was initiated in 1986 with a one-year premedical course and this training has been upheld with great successes up to now. In the 1987/88 academic year 52 students from 15 countries started their studies on the General Medicine course and eight of them graduated as medical doctor (MD) at the end of the six year training period in 1992. During the 30 years the number of the admitted and then the graduated students had increased yearly. Thus, 307 students started on the first year and 180 sixth year students received MD diploma in 2017 implying the significant development and a continuous interest in medical education in English in Debrecen. From the very beginning, the curriculum of English language programs is identical with that of the Hungarian one. Students apply for admission directly or via recruiting agents while entrance exams are conducted exclusively by the staff members of the University. The English language medical education in Debrecen has been accredited in many countries including some states in the USA. From 2000 to date other medical and health related programs such as Dentistry, Pharmacy, Physiotherapy, Public Health, Molecular Biology and Complex Rehabilitation have been started and in the last year altogether 264 students graduated in these courses including also General Medicine. Parallel to the extension of the above programs from 2007 the other faculties also started education in English. By 2017 more than 5000 foreign students from 109 countries study at the University of Debrecen. Now the Coordinating Center for International Education organizes the English programs and its duties, among many other responsibilities, include contracting with recruiting agents, organizing entrance examinations, caring for the incoming students with respect to visa, health control and insurance. The income from the tuition fees has increased during the years and now represent a significant portion of the University budget, therefore it allows the renovation and also the establishment of new facilities at the University to the benefit of students. Although the students of the English Programs have different cultural, political and religious background, they establish good relation with each other and with the students studying in Hungarian. In summary, as a result of the high standards in education in English the University of Debrecen became a well-known and important institution on the educational map of the world and our intention is to uphold and further develop this acquired status in the future.

scholarly journals Program Evaluation of the English Language Proficiency Program for Foreign Students A Case Study: University of the East, Manila Campus

2015 ◽  
Vol 9 (1) ◽  
pp. 12
Author(s):  
Esmaeel Ali Salimi ◽  
Mitra Farsi
Keyword(s):  
Academic Performance ◽  
Language Proficiency ◽  
Graduate School ◽  
Foreign Students ◽  
English Language ◽  
Degree Programs ◽  
Arts And Sciences ◽  
The University ◽  
English Program

<p>This study on evaluating an English program of studies for foreign students seeking admission to the UE Graduate School attempts to examine the prevailing conditions of foreign students in the UE Graduate School with respect to their competence and competitiveness in English proficiency. It looks into the existing English programs of studies in the College of Arts and Sciences and how it addresses the need for an improved academic performance of the foreign students. This study was conducted in the University of the East, Manila campus, particularly in the Graduate School in three groups. All the three groups of respondents have passed the ELPPFS before their admission to UE Graduate School and was enrolled second semester of 2011-2012 in their respective Master and Doctorate courses. Our results show that the three groups of respondents assess that there are significant positive changes in their academic performance as a result of their training in the ELPPFS program. Moreover, there are significant positive changes in the academic performance of the three groups of respondents as a result of their ELPPFS training        . The prevailing conditions of foreign students enrolled in degree programs of UE Graduate School with respect to the level of their academic performance clearly show satisfactory evaluation marks.</p>

scholarly journals USING INNOVATIVE INTERGENERATIONAL STRATEGIES TO BOOST CAREERS IN AGING

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S568-S568
Author(s):  
Roma S Hanks
Keyword(s):  
Medical Education ◽  
High School Students ◽  
Peer Relationships ◽  
Minority Student ◽  
Academic Programs ◽  
Advanced Degree ◽  
Degree Programs ◽  
School Students ◽  
The Usa ◽  
The University

Abstract Educational pipelines are effective in medical education with minority student populations. The University of South Alabama has a successful medical pipeline in the NIH/NIMHD-funded USA Center of Excellence – but no formal pipeline to support entry into careers in aging. In Gerontology and Geriatrics, the preponderance of pipelines focuses on students in advanced degree programs. The need remains largely unmet to inform young students about careers and research pathways in Gerontology before career and academic plans are established. The USA Gerontology Club initiated a student-led outreach to deliver information about careers in aging and academic programs in Gerontology and Geriatrics to high schools in communities with high health disparities. The program seeks to develop peer relationships with high school students to introduce them to careers in aging and related academic opportunities. The presentation includes barriers identified and development of a multi-phased, multi-disciplinary model leading to a formal pipeline for Gerontology.

scholarly journals Towards a Policy on Assessment Methodology for Malagasy Students at the Universite Des Mascareignes

2017 ◽  
Vol 13 (28) ◽  
pp. 358
Author(s):  
Betchoo Nirmal Kumar
Keyword(s):  
Foreign Students ◽  
English Language ◽  
Assessment System ◽  
French Language ◽  
Assessment Methodology ◽  
Anglo Saxon ◽  
African Region ◽  
Practical Applications ◽  
Educational Backgrounds ◽  
The University

With an increase in the intake of foreign students to the Université des Mascareignes (UdM), there are arguments on reviewing the assessment system in force in the university. It might be correct to assume that universities have the flexibility of providing various forms of assessments but these have to be tailored to the needs of contemporary students. The research is based on the fact that Malagasy and foreign students coming from the African region have different educational backgrounds that differ from the Mauritian Anglo-Saxon inherited system with formal examinations and a little change in evaluations recently. The fact that foreign students are now an integral part of the university revealed that Malagasy students, taken as a sample of the research, tended to favour the use of French language and appeared to be more versed in practical applications of learning provided by the UdM. This situation puts them in slight confrontation with Mauritian students who are more apt to learn by heart and assimilate English language without much difficulty. In view of this situation, the researcher claims that it might be possible to make assessments more flexible and adaptable to such foreign students while confirming that the essence of formal examinations should be maintained. This approach could be more practical as evaluation suited to the needs and of foreign students at the UdM.

scholarly journals University Jordanian Learners of English: Difficulties and Solutions

2020 ◽  
Vol 4 (2) ◽  
pp. p94
Author(s):  
Saja Wardat ◽  
Mahmud H. Wardat
Keyword(s):  
Transfer Students ◽  
Language Proficiency ◽  
English Language ◽  
Efl Learners ◽  
English Departments ◽  
Small Class Size ◽  
English Majors ◽  
The University ◽  
English Program ◽  
English Students

Referencing related literature and drawing upon our experience, observation and talks with specialists, we have realized that the problem of difficulty encountered by Arab learners of English in general and by Jordanian university English students in particular is sporadically addressed by researchers. They mention it along with their focus on errors committed by those EFL learners. At the university, English majors study English language, linguistics, and literature courses over a period of four years. While enrolling in the English program, they encounter difficulties or problems like teaching methods, cultural and language problems and teaching settings which negatively affect their language proficiency and, thus, graduate committing gross errors in various language skills, pointing to their weakness, low proficiency and unsatisfactory achievement which do not meet teachers’ and society’s expectations. The present paper is meant to diagnose the problems that confront university Jordanian English majors and to propose some solutions including strict requirements on transfer students, a TOEFL score of 500, and a small class size intended to play a role in reforming the present status quo of English departments, thus upgrading their outputs, and helping students improve their level linguistically and extra linguistically.

scholarly journals The Calgary student run clinic in context: a mixed-methods case study

2019 ◽  
Vol 10 (3) ◽  
pp. e27-38
Author(s):  
Danielle Maria Smith ◽  
Sharanya Ramesh ◽  
Matthew Kent Smith ◽  
Ashley Jensen ◽  
Rachel H. Ellaway
Keyword(s):  
Medical Education ◽  
Clinical Education ◽  
Qualitative Data ◽  
Underserved Populations ◽  
Healthcare Providers ◽  
Healthcare Services ◽  
Mixed Methods Case Study ◽  
The Usa ◽  
The University

Background: Student Run Clinics (SRCs) provide students with clinical education while caring for underserved populations. While much of the research on SRCs comes from the USA, SRCs in other contexts need to be appraised in the context of the systems they interact with. This study explored how stakeholders in the University of Calgary’s SRC perceived its purpose and beneficiaries with respect to patients, students, undergraduate medical education, and its intersections within the healthcare system in Calgary.  Methods: Data came from the SRC’s EMR and stakeholder interviews at the Inn from the Cold (IFTC) shelter. Qualitative data were analyzed using standard grounded theory techniques. Results: There were 13 interviews - seven with student clinicians and six with preceptors and other stakeholders. Interviews highlighted the uncertainty of the SRCs role. Majority of participants saw the SRC as facilitating further access to other healthcare services, while some commented on its primarily education-focused role. Major limitations in the SRC’s scope of care and its integration with other services were identified. Conclusion: SRCs need to consider theiraccountabilities, both educational and healthcare-focused at individual and organization levels, in order to function as responsible healthcare providers in Calgary.

scholarly journals 100 years – Faculty of Medicine, University of Ljubljana (1919–2019)

2020 ◽  
Vol 88 (11-12) ◽  
pp. 554-575
Author(s):  
Zvonka Zupanič Slavec ◽  
Zvonka Zupanič Slavec
Keyword(s):  
Medical Education ◽  
World War I ◽  
Cell Biology ◽  
Clinical Training ◽  
General Medicine ◽  
Medical Faculty ◽  
Theory And Practice ◽  
Training Programmes ◽  
The University ◽  
Academic Year

The early beginnings of Slovenian medical education take root in the Enlightenment-era Academia operosorum (Academy of the Industrious, 1693–1725) and its medical section with the physician Marko Gerbec, although the Jesuit College introduced higher education in Ljubljana already in 1619. In 1782, a Medico-Surgical Academy was established in Ljubljana, the first to provide a secondary level of medical education. Later on, when a part of present Slovenian lands was included in the Illyrian Provinces (1809–1813) as a part of Napoleon’s French Empire, with Ljubljana as capital, the school advanced to the level of a medical faculty (École Centrale). The subsequent restoration of Austrian sovereignty prevented the school from completing even the first class of graduates’ training. In 1848, Medico-Surgical Academy was dissolved and only midwifery schools remained.  It was only after disintegration of the Austro-Hungarian Monarchy, as a consequence of the World War I, that in 1919 the first Slovenian University was established in Ljubljana, and within it a incomplete medical faculty was offering four preclinical semesters. In 1940, fifth and sixth semesters were added to the Faculty. The liberation impetus led in July 1945 to the establishment of a complete medical faculty including five years course divided in ten semesters. In the 1949/1950 academic year, the Faculty of Medicine was separated from the University and trained one generation of physicians as a medical college; in 1954, it was reintegrated into the University. During that period, in autumn 1949, the Faculty of Stomatology was established, which soon joined with the Faculty of Medicine, whereupon two departments were established: one for general medicine and one for stomatology (dental medicine). In the 1968/1969 academic year, the Faculty of Medicine introduced a master’s programme, and in 1995 a uniform doctoral programme; in the academic year 1989/1990 the programmes of medicine and dental medicine were extended to twelve semesters. In 1975, the new Ljubljana Medical Centre building was finished and the Faculty thus obtained the necessary lecture halls, classrooms, and rooms for clinical practice. In the next decade, in 1987, the main preclinical institutes moved to the new building of the Faculty and students finally received state-of-the-art lab classrooms, facilities, and other infrastructure. In 2015, the Faculty also constructed a new building for preclinical institutes for biochemistry and cell biology. Throughout the years the programme has continued to improve and stay up to date, and the Bologna system of education was introduced in the academic year 2009/2010. In its hundred years of existence, the Faculty of Medicine has trained approximately 9,000 physicians and 2,000 dentists, and awarded more than 1,700 doctors of science degrees and more than 1,000 master of science degrees in the postgraduate programme for physicians and dentists; it has also trained many students in graduate clinical training programmes. The Faculty of Medicine is oriented towards the future, a strong connection between theory and practice, interdisciplinary and international cooperation, and especially training new high-quality medical professionals.

scholarly journals LINGUISTIC AND CULTURAL ADAPTATION OF FOREIGN STUDENTS AT THE UNIVERSITY OF CALIFORNIA, LOS ANGELES, UCLA

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Yaroslav S. Slutskiy ◽  
Keyword(s):  
Los Angeles ◽  
Cultural Adaptation ◽  
Foreign Students ◽  
English Language ◽  
Native Language ◽  
Foreign Student ◽  
The United States ◽  
University Of California ◽  
Main Components ◽  
The University

The article analyzes the linguistic and socio-cultural adaptation training of foreign students at the University of California, Los Angeles, UCLA (USA). It was determined, that acculturation consists of two main components: linguistic and sociocultural. It has been reported that programs for improving the level of proficiency in a foreign (English) language for students from other countries should include a certain preparatory complex, the main components of which are reading, writing, listening, speaking, studying grammatical structures and increasing vocabulary, which will allow, firstly, to construct one’s own thoughts in the form of sentences during the interpersonal communication interaction, taking into account the grammatical rules. Secondly, it will form the ability to communicate on topics of an arbitrary type. The essence of elective courses aimed at the possibility of more branched communication using the idiomatic expressions, slang constructions, American pronunciation, etc. is considered. An important role in the foreign students’ language training played the involvement of consultants into the adaptation process who speak the native language of a foreign student, which allows to minimize the cross-cultural gap and more quickly establish the interpersonal contact, subsequently conducting bilingual classes, which also contribute to the development of preparatory activities «within society», when a foreign student gets the opportunity to perform the practical communication, using among other things, the native language, which ensures a faster acculturation process. Thus, after comparing the courses «Language Exchange» and «English Language Circle», it was revealed that the first is more effective in the development of communication skills due to the fact that it offers the communication with a native speaker, by the way, the conducting bilingual interaction. It was found that the socio-cultural component of the preparatory process is an important component of high-quality communication. The analyzed experience of the programs of the University of California made it possible to come to the conclusion about the significant role of familiarizing a foreign student with the cultural characteristics of the host country by conducting excursions, researching the socially significant areas that influence the American society (media, sport, cinema, etc.). That is why, the linguistic system of the University of California, Los Angeles is represented by the programs and courses of the intensive English. For the practical consolidation of theoretical material, the format of «within society» is actively adopted, which is characterized by the communicative contact with other personalities who are represented by both student and representatives of local community. Because of that the immersion approach is implemented. Further research of this problem should cover the level of linguistic and cultural adaptation training of foreign students in other higher educational institutions of the United States of America and other states with a high level of attendance of students from other countries; as well as conducting the comparative studies between the foreign and domestic experience of foreign students’ adaptation.

scholarly journals The Role of Explicit Knowledge, Noticing, and Attention in L2 Writing and Error Correction: Quantitative and Qualitative Analyses

2014 ◽  
Vol 5 (1) ◽  
pp. 499-520
Author(s):  
Hosni M. El-dali El-dali
Keyword(s):  
Foreign Students ◽  
English Language ◽  
Explicit Knowledge ◽  
Advanced Level ◽  
University Of Pittsburgh ◽  
Grammar Rules ◽  
English Language Institute ◽  
The University ◽  
Grammatical Structures

This study attempted to find answers for the following questions: (1) Are students errors in grammatical structures, as they will appear in their written output, due to deficiency in their conscious grammar rules, or to deficiency in their abilities to transfer this knowledge (if it exists) to other language tasks such as writing compositions in English?, and (2) Can conscious rules of grammar guide students' performance in monitoring (self-correcting) their written output once their attention is drawn to an error?.  The subjects of this study consisted of fifteen foreign students enrolled in the advanced level of the English Language Institute at the University of Pittsburgh. The instruments of this study were (1) questionnaire; (2) free composition; (3) unfocused correction and focused correction tasks; and (4) interviews.  The results of this study demonstrate, among other things, that deficiency in the subjects knowledge of grammar results in accurate composition writing and unsuccessful correction of errors, even if their attention is drawn to their errors.

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