scholarly journals FOREIGN LANGUAGE TESTING CENTRES FOR INTERNATIONALIZATION ENHANCEMENT IN MEDICAL EDUCATION IN RUSSIA

PRIMO ASPECTU ◽  
2020 ◽  
pp. 122-127
Author(s):  
Nataliya G. KOROLEVA ◽  
Anna V. VOZDVIZHENSKAYA
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Foreign Language ◽  
Negative Impact ◽  
Professional Community ◽  
Language Testing ◽  
Professional Communication ◽  
English Speaking ◽  
Russian Medical ◽  
Learning English

The article considers a negative impact on internationalization processes in Russian medical HE that is caused by the lack of a coordinated, unified, country-wide accepted system of testing English for professional communication. Authors describe how training and taking Occupational English Test is one of the ways to solve this problem, since OET is a widely acknowledged in English-speaking countries language certificate test for professionals in medicine. Adapting OET purposes to Russian medical HE system, establishing the network of training and testing centers will increase medical students’ and professionals’ motivation in learning English and stimulate their joining academic and professional community. These factors will contribute into the enhancement of internationalization processes in Russian medical HE.

scholarly journals An integrative model of a methodological system of teaching Ukrainian as a foreign language to English-speaking applicants for higher medical education

2020 ◽  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Foreign Language ◽  
Foreign Students ◽  
Language Education ◽  
Theory And Practice ◽  
Integrative Model ◽  
Systematic Analysis ◽  
English Speaking ◽  
Higher Medical Education

For foreign medical students, their command of the Ukrainian language determines not only the process of socialization, integration of a communicative personality into the academic and socio-cultural environment, but also is a means of forming the skills of their professional communication as future specialists. The lack of an integral integrative system of teaching Ukrainian as a foreign language (UFL) to English-speaking academic contingent of foreign medical students causes disagreement between the tasks and content of language education, theory and practice of teaching UFL, as well as the lack of phasing and succession in the formation of the professional and communicative image of future foreign doctors, who receive higher education in Ukrainian medical universities in English. The author proposes an integrative model of the Ukrainian language teaching system for English-speaking applicants for higher medical education in Ukraine. The basis for the development of an integrative methodological system was the identification and analysis of the specific communicative needs of the English-speaking contingent of foreign students of Ukrainian medical universities, the characteristics of the methodological parameters for the implementation of urgent communication needs; systematic analysis of innovative development trends and structural and content features of the paradigm of language education, software and educational-methodological support of teaching UFL to foreign students in compliance with the requirements of the modern paradigm of language education; personal experience of teaching in an English-speaking foreign audience and the experience of the Language Training Department 1 of the Institute of International Education for Study and Research of V.N. Karazin Kharkiv National University in providing language education services to such a contingent of students.

scholarly journals PERCEIVED SATISFACTION WITH UNDERGRADUATE MEDICAL EDUCATION IN ROMANIAN AND FOREIGN LANGUAGE STUDENTS. TWO PERSPECTIVES ON MEDICAL EDUCATION

2018 ◽  
Vol 6 ◽  
pp. 547-551
Author(s):  
Liana Dehelean ◽  
Ana Maria Romosan ◽  
Ion Papava ◽  
Radu Stefan Romosan ◽  
Papazian Petru ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Foreign Language ◽  
Foreign Students ◽  
Teaching Staff ◽  
Future Career ◽  
Research Activities ◽  
Two Samples ◽  
Language Students ◽  
Foreign Language Students

Background: In Romania, foreign medical students have the possibility to learn the same curricula in Romanian, English, or French. The purpose of the study: To compare students’ satisfaction with training and future career opportunities from the perspective of Romanian and foreign students. Methods: The study was conducted for terminal year medical students divided into two samples, Romanian and foreign language students. The participants were invited to fill in a satisfaction questionnaire about their professional training and to express preferences for future career. Results: Foreign students were more satisfied with the lectures and the teaching staff. They attended optional lectures more frequently in comparison with Romanian students. Foreign students were more inclined to attend medical conferences and to enroll in PhD programs. While Romanian students were more inclined to consider emigration, foreign students prefer to practice in their native countries. Conclusions: Compared to their Romanian colleagues, foreign students were more engaged in educational and research activities.

scholarly journals Experience with forced transition to online learning during the COVID-19 pandemic: Students’ cognitive performance and their perceptions of teaching

2021 ◽  
Vol 6 (3) ◽  
pp. 45-55
Author(s):  
Nathalie Khoueiry Zgheib ◽  
Ahmed Ali ◽  
Ramzi Sabra
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Medical Students ◽  
Online Education ◽  
Negative Impact ◽  
Mode Of Delivery ◽  
Advantages And Disadvantages ◽  
Survey Questions ◽  
Rapid Transition ◽  
Performance And Evaluation

Introduction: The forced transition to online learning due to the COVID-19 pandemic has impacted medical education significantly. Methods: In this paper, the authors compare the performance of Year 1 and 2 classes of medical students who took the same courses either online (2019-2020) or face-to-face (2018-2019), and compare their evaluation of these courses. The authors also present results of three survey questions delivered to current Year 1 medical students on the perceived advantages and disadvantages of online learning and suggestions for improvement. Results: Performance and evaluation scores of Year 1 and 2 classes was similar irrespective of the mode of delivery of the course in question. 30 current (2019-2020) Year 1 students responded to the survey questions with a response rate of 25.4%. Some of the cited disadvantages had to do with technical, infrastructural and faculty know-how and support. But the more challenging limitations had to do with the process of learning and what facilitates it, the students’ ability to self-regulate and to motivate themselves, the negative impact of isolation, loss of socialisation and interaction with peers and faculty, and the almost total lack of hands-on experiences. Conclusion: Rapid transition to online learning did not affect student knowledge acquisition negatively. As such, the sudden shift to online education might not be a totally negative development and can be harnessed to drive a more progressive medical education agenda. These results are particularly important considering the several disadvantages that the students cited in relation to the online delivery of the courses.

scholarly journals Bringing everyone on board: what role can medical students play in the COVID-19 pandemic?

2020 ◽  
Vol 99 (3) ◽  
pp. i-iv ◽  
Author(s):  
Izabel Cristina Rios ◽  
Marina Alves Martins Siqueira ◽  
Matheus Belloni Torsani ◽  
Rosemeire K. Hangai ◽  
Solange R. G. Fusco ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Health Systems ◽  
Negative Impact ◽  
Human Life ◽  
Contemporary Society ◽  
Healthcare Outcomes ◽  
Emergency Plans ◽  
Academic Health ◽  
Viral Dissemination

The fast spread of the COVID-19 epidemic has imposed unprecedented challenges to contemporary society, impacting several aspects of human life globally. Strict social distancing protocols had to be implemented in affected countries to contribute to reduce viral dissemination, and consequently, limit acquisition of new infections. Health systems were compelled to put emergency plans in place to cope with the overburden of potentially severe cases needing hospitalization, with the ultimate aim to preserve as many lives as possible. Academic health systems worldwide were required to propose novel strategies to maximize healthcare outcomes while mitigating negative impact on medical education.[...]

INTERCULTURAL COMMUNICATION AS A BASIS FOR PROFESSIONAL COMMUNICATION

2020 ◽  
Vol XIII (XIII) ◽  
pp. 114-118
Author(s):  
A.Z. NASIKHANOVA ◽  
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Professional Community ◽  
Professional Communication ◽  
Necessary Condition ◽  
Community Readiness ◽  
Qualitative Characteristic ◽  
The World ◽  
Language Communication

The article deals with the formation of readiness for intercultural communication as a prerequisite for the integration of specialists into the world professional community. Readiness for intercultural communication as a qualitative characteristic of a person is closely related to the formation of intercultural communication, which is a necessary condition for mastering the skills of foreign-language communication.

scholarly journals 667 Virtual Learning During The COVID-19 Pandemic Amongst Medical Students in The United Kingdom

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
O Jayawardena ◽  
S Toh ◽  
H Fowler ◽  
M Fok ◽  
R Clifford
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Online Teaching ◽  
Teaching Method ◽  
Negative Impact ◽  
Weighted Average ◽  
Virtual Learning ◽  
Online Lectures ◽  
Effective Delivery ◽  
The Uk

Abstract Introduction Throughout the COVID-19 pandemic medical education has predominantly been delivered through virtual learning (VL). This survey was conducted to evaluate the effectiveness of VL amongst medical students in the UK. Method An online anonymised SurveyMonkey© survey was distributed through social media amongst UK medical students. Results There were 142 completed surveys, 96.5% of students engaged in some form of VL during the pandemic, compared to 57.8% prior to the pandemic. The most frequently used method to deliver teaching was interactive online lectures (74.7%). The students perceived small group online teaching sessions to be the most effective delivery method (weighted average 7.4/10) followed by interactive online lectures (7.4/10). The least effective teaching method was online lecture notes (5.3/10). Accessibility to coursework (8.6/10) and enhanced flexibility (8.4/10) were considered to be the biggest advantages of VL. Overall, 44% of students felt VL had a negative impact on their learning, with 23% of students considered to have failed to meet the learning objectives set out in these sessions. Conclusions Beyond the COVID-19 pandemic VL will continue to play a role in medical education. However, there is room for improvement in both delivery and engagement to improve student experience and satisfaction.

scholarly journals Smartphones and Educational Apps Use Among Medical Students of a Smart University Campus

2021 ◽  
Vol 6 ◽  
Author(s):  
K. Singh ◽  
S. Sarkar ◽  
U. Gaur ◽  
S. Gupta ◽  
O. P. Adams ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Peer Interactions ◽  
Educational Experiences ◽  
University Campus ◽  
Medical Apps ◽  
E Learning ◽  
Learning Platforms ◽  
English Speaking ◽  
The University

Background: Smartphones and medical education apps are popular with and are widely used by medical students to facilitate peer interactions, communication and collaboration in addition to their “learn anywhere” advantage. Smartphone use by medical students has not been studied in the English-speaking Caribbean. Study objectives were to assess in preclinical students attending the University of the West Indies in Barbados, smartphone ownership, usage and attitudes toward use in medical education.Methods: First and second year preclinical medical students completed a self-administered paper-based questionnaire during the 2018–2019 academic year. Survey questions included sections on smartphone ownership, medical apps used, phone usage for education related tasks, and the perception on the usefulness of smartphones in medical education.Results: Of 112 participants (response rate 67.4%), 43% considered using the smartphone for medical education when acquiring it but 92% were currently using it for this purpose, with 80.3% (p < 0.01) specifically using it for learning anatomy. The majority of the students felt that the use of smartphones would improve their educational experiences (89.1%) (p < 0.01), be beneficial to medical faculty for teaching (84.8%) (p < 0.01), and could be more effectively used in medical education (50.9%) (p < 0.01). For information resources students used Medscape (67.9%) and Mayo Clinic (57.1%) and the most frequently used search engine was Google (95.5%). Most students (67.9%) used medical apps and 79.5% would buy more useful apps provided they were affordable. The popular apps were: ‘Teach me Anatomy’ (11.9%), ‘UpToDate’ (10.3%) and ‘Medscape’ (8.8%). Most students (66.1%) felt a Smart Campus should ensure e-learning platforms were compatible with smartphones and university policies regarding smartphone usage for academic purposes were needed.Conclusion: Findings show that smartphones and related medical education apps are widely used by medical students and improve their educational experiences. Universities should develop a policy regarding smartphone usage for academic purposes.

scholarly journals The Negative Impact of COVID-19 on Medical Education Amongst Medical Students Interested in Plastic Surgery

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Caleb Haley ◽  
Jasmine Lee ◽  
Helen Xun ◽  
Pooja Yesantharao ◽  
Ian T. Nolan ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Plastic Surgery ◽  
Negative Impact

scholarly journals STUDENTS’ PERCEPTIONS OF MOTIVATIONAL TEACHING STRATEGIES IN ENGLISH AS FOREIGN LANGUAGE (EFL) CLASSROOM

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Wirentake Wirentake
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
Social Comparison ◽  
Teaching Strategies ◽  
Good Relationship ◽  
English As Foreign Language ◽  
English Speaking ◽  
The Common ◽  
Learning English ◽  
Descriptive Qualitative

This study was aimed at investigating students’ perception of motivational teaching strategies in English as Foreign Language (EFL) classroom, specifically on what motivational teaching strategies do students consider important and what are their reasons of considering the strategies as important. This study was a descriptive qualitative study. The instruments employed were questionnaire and interview. Based on the findings, the motivational teaching strategies considered most important are: (1) establish good relationship with students; (2) teachers should bring humors into the classroom; (3) teachers should show their enthusiasm for teaching; (4) teachers should show students that they care about them; (5) teachers should give clear instruction about how to carry a task; (6) teachers should make sure that grades reflect students achievement and effort; (7) teachers should invite English-speaking foreigners to class; (8) teachers should use a short and interesting opening activity to start each class; (9) teachers should avoid social comparison and (10) teachers should be themselves in front of students. In addition, one of the common reasons of why students considered those motivational teaching strategies as important was because they believed that those strategies are able to boost their motivation in learning English if it is implemented by their teachers.

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