scholarly journals Investigating the medical study of overseas students at Jinan University Medical School

2017 ◽  
Vol 6 (4) ◽  
pp. 240
Author(s):  
Ming-ya Zhang ◽  
Guang Wang ◽  
Xin Cheng ◽  
Xuesong Yang
Keyword(s):  
Medical School ◽  
Teaching And Learning ◽  
Mainland China ◽  
Medical Schools ◽  
Independent Study ◽  
Mainland Chinese ◽  
Overseas Students ◽  
The Past ◽  
Medical Study ◽  
Study Of Medicine

A great number of overseas students have studied medicine at Jinan University Medical School over the past decade. Statistics from the past ten years show that these students’ test scores on diagnosis and medicine I & II are lower than those of their classmates from mainland China. To address the underlying causes of this phenomenon, we implemented a series of questionnaires for overseas and mainland Chinese medical students. The results indicate that there are no significant differences between overseas students and mainland Chinese students with regard to their attitude towards the study of medicine, their approval of the teaching and learning environments or their ability to improve their independent study capabilities at Jinan University Medical School; however, overseas students prefer to study at night and sleep later than their mainland Chinese classmates. One outstanding difference between these groups is that overseas students like to arrange their studies based on their interests, regardless of available time and subject contents, and this might lead them to perform poorly on examinations during their academic term at Jinan University Medical School. Overseas students might not have achieved scores as high as their Chinese classmates is that they do not completely focus on the content taught by teachers in class, which would later be assessed by exams at the end of each academic term. This observation is actually part of our medical educational concepts, especially in Chinese medical schools. Attention should be paid by both overseas students and medical schools to this discrepancy.

scholarly journals The Ten Commandments of the Residency Interview

2019 ◽  
pp. 61-64
Author(s):  
Warren Heymann ◽  
Annette Reboli
Keyword(s):  
Medical School ◽  
Plastic Surgery ◽  
Medical Schools ◽  
Medical Degree ◽  
The Past ◽  
Knowing That ◽  
Ten Commandments

Medical school is a stressful enterprise. The days of getting a medical degree and knowing that you will practice in any specialty you desire have become folklore of the past. The number of residency positions available to medical school graduates has not kept pace with the increased number of new medical schools and students. Every discipline is now competitive but the problem is particularly acute for the most competitive programs, such as plastic surgery, orthopedics, otolaryngology, and dermatology.

The Decision to Enter Medicine: Motivations, Social Support, and Discouragements for Women

1980 ◽  
Vol 5 (2) ◽  
pp. 341-357 ◽  
Author(s):  
Nancy G. Kutner ◽  
Donna R. Brogan
Keyword(s):  
Social Support ◽  
Medical Students ◽  
Medical School ◽  
Medical Schools ◽  
Occupational Prestige ◽  
Interest In Science ◽  
The Past ◽  
Medical Career ◽  
Early Decision ◽  
Previous Occupation

Responses from 93% of the women medical students enrolled in two southern medical schools in 1975–1976 indicated that wanting to serve others, desire for independence in one's work, and interest in science were strong motivations for entering medicine. These motivations also characterized men. Women, more often than men, cited the challenge of a medical career, and they showed more interest in high occupational prestige than have women medical school applicants in the past. Women reported less social support for an early decision than did their male peers. Dissatisfaction with a previous occupation frequently influenced women's choice of medicine. Although women were more likely than men to cite sources of encouragement for their decision, they were also more likely than men to have been discouraged from entering medicine.

AD CAMPAIGNS AND MEDICAL SCHOOLS

PEDIATRICS ◽  
1989 ◽  
Vol 84 (4) ◽  
pp. A123-A123
Author(s):  
J. F. L.
Keyword(s):  
Medical Education ◽  
Medical School ◽  
American Medical ◽  
Medical Schools ◽  
University Of Texas ◽  
Medical College ◽  
The Past ◽  
The University ◽  
College Newspapers ◽  
Health Careers

As medical education has become something of a buyer's market, a Midwest medical school and a Texas university are resorting to advertising for students. The Medical College of Ohio in Toledo has taken out ads in 23 Ohio college newspapers urging premed students to consider applying. Meanwhile, the University of Texas System, in a broader appeal, is running TV ads urging young Texans to choose health careers. University of Texas officials hope their ad campaign will help stem a decline in enrollments in the state's medical and related schools, the same trend observed nationally for the past 15 years. Medical-school enrollments declined 37% nationwide between 1974 and 1988, according to the Association of American Medical Colleges.

Formulaic Sequences in Mainland China over the Past Decade – A Review

2021 ◽  
Vol 12 (3) ◽  
pp. 185-189
Author(s):  
Sara Wang Et.al
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Mainland China ◽  
Formulaic Sequences ◽  
The Past ◽  
Formulaic Sequence ◽  
Learning English

In this paper, Formulaic Sequences (FS) over the past ten years are reviewed to provide some insights on its usage in the process of teaching and learning English language in China. It identifies three main features. Firstly, the general trends of FS, Secondly, the characteristics of development of FS in various fields. Thirdly, the use of FS and the teaching of FS. Finally, the paper puts forward some suggestions on the use of formulaic sequence on teaching and learning foreign language in mainland China．

The Gurudharmas in Buddhist Nunneries of Mainland China

2015 ◽  
Vol 31 (2) ◽  
pp. 241-272 ◽  
Author(s):  
Tzu-Lung Chiu ◽  
Ann Heirman
Keyword(s):  
Empirical Study ◽  
Mainland China ◽  
Scholarly Work ◽  
Mainland Chinese ◽  
The Past ◽  
Monastic Community ◽  
Monastic Communities ◽  
Insight Into

According to tradition, when the Buddha’s aunt and stepmother Mah?praj?pat? was allowed to join the Buddhist monastic community, she accepted eight ‘fundamental rules’ (gurudharmas) that made the nuns’ order dependent upon the monks’ order. This story has given rise to much debate, in the past as well as in the present, and this is no less the case in Mainland China, where nunneries have started to re-emerge in recent decades. This article first presents new insight into Mainland Chinese monastic practitioners’ common perspectives and voices regarding the gurudharmas, which are rarely touched upon in scholarly work. Next, each of the rules is discussed in detail, allowing us to analyse various issues, until now understudied, regarding the applicability of the gurudharmas in Mainland Chinese contexts. This research thus provides a detailed overview of nuns’ perceptions of how traditional vinaya rules and procedures can be applied in contemporary Mainland Chinese monastic communities based on a cross-regional empirical study.

scholarly journals Considering ethnicity in teaching and learning statistics: should I worry about where my students come from?

2003 ◽  
Vol 7 (2) ◽  
pp. 123-131
Author(s):  
Darfiana Nur ◽  
Kerrie Mengersen
Keyword(s):  
Action Research ◽  
Special Needs ◽  
Teaching And Learning ◽  
Overseas Students ◽  
The Past ◽  
Strong Interest ◽  
Australian Universities ◽  
Research Studies

In the past decade there has been strong interest in the special needs of overseas students attending Australian universities, with respect to teaching and learning. This paper reports on three action research studies that address the question of whether such issues remain in the teaching and learning of statistics in particular.

The Utility of Playdoh in learning Early Embryological Development in Pre-Clinical Anatomy Curriculum: A Case. (Preprint)

2021 ◽  
Author(s):  
Kumarendran Balachandran
Keyword(s):  
Active Learning ◽  
Medical School ◽  
Teaching And Learning ◽  
Active Component ◽  
Medical Curriculum ◽  
3D Models ◽  
Medical Applications ◽  
Embryological Development ◽  
Anatomy Education ◽  
The Past

BACKGROUND Anatomy education has evolved over the past decade. Despite the emergence of 3D models and medical applications, the active component of learning is usually discounted upon. Therefore, in this study, we explored the utility of playdoh in the teaching and learning early embryological concepts of students in pre-clinical medical curriculum. We have provided a step-by-step approach in replicating playdoh for the use of early embryological development teaching in medical school. The outcome of this study indicate that playdoh models are easily replicable with a lab manual and may be beneficial in evoking active learning component in students thus providing an enriching learning environment. OBJECTIVE Anatomy education has evolved over the past decade. Despite the emergence of 3D models and medical applications, the active component of learning is usually discounted upon. Therefore, in this study, we explored the utility of playdoh in the teaching and learning early embryological concepts of students in pre-clinical medical curriculum. We have provided a step-by-step approach in replicating playdoh for the use of early embryological development teaching in medical school. The outcome of this study indicate that playdoh models are easily replicable with a lab manual and may be beneficial in evoking active learning component in students thus providing an enriching learning environment. METHODS In this case study, we used remains of playdoh consisting on various colors (Character Options Ltd, UK) analogous to the recommended textbook for class, Langman Embryology to create embryological models. Each tissue layers of the early embryo were first molded before combining them together. Figure 3 summarizes the end product. RESULTS Images showing results CONCLUSIONS Our study highlighted and explored an avenue for active participation of students in learning embryological concepts. However, this study was merely conducted to explore the feasibility of using non-traditional methods in teaching that requisite active participation of students in classroom. The other limitation in this case is that only a fraction of early embryological development was illustrated. Organ specific developments could be potentially explored in future studies. Moreover, further studies may be required to validate the effectiveness of using playdoh in anatomy sessions. CLINICALTRIAL NA

scholarly journals The do’s, don’ts and don’t knows of redressing differential attainment related to race/ethnicity in medical schools

2021 ◽  
Author(s):  
Molly Fyfe ◽  
Jo Horsburgh ◽  
Julia Blitz ◽  
Neville Chiavaroli ◽  
Sonia Kumar ◽  
...  
Keyword(s):  
Learning Environment ◽  
Medical School ◽  
Teaching And Learning ◽  
Relevant Literature ◽  
Medical Schools ◽  
Research Literature ◽  
Student Experiences ◽  
Assessment Practices ◽  
Review Of The Literature ◽  
Design Assessment

Abstract Introduction Systematic and structural inequities in power and privilege create differential attainment whereby differences in average levels of performance are observed between students from different socio-demographic groups. This paper reviews the international evidence on differential attainment related to ethnicity/race in medical school, drawing together the key messages from research to date to provide guidance for educators to operationalize and enact change and identify areas for further research. Methods Authors first identified areas of conceptual importance within differential attainment (learning, assessment, and systems/institutional factors) which were then the focus of a targeted review of the literature on differential attainment related to ethnicity/race in medical education and, where available and relevant, literature from higher education more generally. Each author then conducted a review of the literature and proposed guidelines based on their experience and research literature. The guidelines were iteratively reviewed and refined between all authors until we reached consensus on the Do’s, Don’ts and Don’t Knows. Results We present 13 guidelines with a summary of the research evidence for each. Guidelines address assessment practices (assessment design, assessment formats, use of assessments and post-hoc analysis) and educational systems and cultures (student experience, learning environment, faculty diversity and diversity practices). Conclusions Differential attainment related to ethnicity/race is a complex, systemic problem reflective of unequal norms and practices within broader society and evident throughout assessment practices, the learning environment and student experiences at medical school. Currently, the strongest empirical evidence is around assessment processes themselves. There is emerging evidence of minoritized students facing discrimination and having different learning experiences in medical school, but more studies are needed. There is a pressing need for research on how to effectively redress systemic issues within our medical schools, particularly related to inequity in teaching and learning.

scholarly journals Impact of the COVID-19 pandemic on UK medical school widening access schemes: disruption, support and a virtual student led initiative

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Emily R Bligh ◽  
Ellie Courtney ◽  
Rebecca Stirling ◽  
Asveny Rajananthanan ◽  
Hibatallah Altaher ◽  
...  
Keyword(s):  
Medical School ◽  
Work Experience ◽  
Medical Schools ◽  
Educational Background ◽  
Socioeconomic Background ◽  
Widening Participation ◽  
Manipulation Check ◽  
Low Socioeconomic ◽  
Widening Access ◽  
The Impact

Abstract Background COVID-19 has disrupted medical education in the United Kingdom (UK). The pandemic may result in a long-term disproportionate negative impact to students applying to Medical School from a low-socioeconomic background. In addition, the upsurge in Medical School applications increases the likelihood of stricter University entry criteria over the coming years. There is no current research to determine how widening participation of Medicine to students from low-socioeconomic backgrounds can be improved virtually. The aim of this study is to establish the impact of COVID-19 on students enrolled in UK widening access schemes and the role of virtual student led initiatives in widening participation. Methods A voluntary online survey was distributed to UK Sixth Form students (N = 31) enrolled in a widening access scheme who attended Sheffield Neuroscience Society International Virtual Conference in February 2021. The event was free to attend. The five-domain survey consisted of questions determining demographics, career aspirations, impact of COVID-19, academic skillsets and an educational manipulation check. Results There were 30 pre-conference and 26 post-conference responses. 76.7 % had work experience cancelled due to COVID-19. A total of 36.7 % of participants reported participating in virtual work experience. ‘Observe GP’ and ‘Medic Mentor’ were each specified as attended virtual opportunities in 20 % of answers. Post conference, students felt significantly more confident in applying to Medical School (p = 0.008) and more prepared to undertake a presentation (p = 0.002). Educational manipulation check scores increased significantly (p = 0.003). 100 % of students felt inspired to do further CV building activities. Conclusions COVID-19 has negatively impacted pupils enrolled in UK Medical School widening access schemes. Virtual student led initiatives can instill confidence in delegates from low socio-economic backgrounds, increase their career knowledge and inspire them to take part in further CV building exercises. Both Medical Schools and medical students play a key role in widening participation. This study recommends Medical Schools promote access to virtual events, urge private and state schools to declare offered opportunities and act mindfully when determining student’s academic potential in the context of their socioeconomic and/or educational background.

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