Alternatives to Student Outbound Mobility—Improving Students’ Cultural Competency Skills Online to Improve Global Health Without Travel

Wu, Anette; Maddula, Vinay; Makker, Jasmine; Sagoo, Mandeep Gill; Chien, Chung‐Liang; Wingate, Richard; Kielstein, Heike; Traxler, Hannes; Brassett, Cecilia; Waschke, Jens; Vielmuth, Fransziska; Sakurai, Takeshi; Zeroual, Mina; Olsen, Jørgen; El-Batti, Salma; Viranta, Suvi; Kitahara, Shuji; Keay, Kevin A.; Kunzel, Carol; Bernd, Paulette; Noël, Geoffroy

doi:10.1007/s40670-021-01332-9

Cited by 13 publications

(18 citation statements)

References 54 publications

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“…The results showed that the international curriculum of medical education integrated into teaching reform is bene cial for students to understand the latest scienti c research and clinical progress in the world and can improve their communication ability with professionals and patients. This is similar to the results of some studies that indicate that students can improve abilities that were previously believed to only be improved by going abroad [11,12]. The method of online contact with international peers was proposed by Ostbye and his colleagues in 1995, but only a few studies have reported this method so far [13][14][15][16][17][18][19].…”

Section: Discussionsupporting

confidence: 81%

Application and exploration for the internationalization of medical education use TBL concept in dental teaching

Lin

Wang

et al. 2023

Preprint

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Objective: This study aimed to analyze and discuss the differences of medical education of West China School of Stomatology, Sichuan University, in the construction of first-class disciplines worldwide, to explore the reform of dental teaching, and to cultivate talent with international vision. Methods: This study investigated 112 undergraduate, master’s and doctoral students in the West China School of Stomatology, Sichuan University, from 2021 to 2022. The evaluation results of dental students in project courses under different teaching modes (traditional teaching methods and team cooperative learning) were explored. Subjects were divided into two groups: the control group (n=55) and the experimental group (n=57). Under the guidance of the instructor, the dental teaching application and exploration project was conducted. At the end of the project, a self-report questionnaire with 17 items was distributed to participants to evaluate three areas (the TBL teaching model, international curriculum evaluation and personal ability improvement). A total of 100 valid questionnaires were received, with a response rate of 89%. Results: Except for the first and sixth questions, there were significant differences in all the others. The other 11 questions showed that the scores of students in the control group were significantly higher than those in the experimental group with a p value less than 0.05, indicating that there was a significant difference and that experimental group had a significant effect in three areas compared with control group after course learning. In addition, in the two groups, most of the students (56% in the control group and 76% in the experimental group) hoped to participate in the international curriculum of medical education and gain an international perspective. In terms of personal ability improvement, the majority of students (62% - 76%) in the experimental group strongly agreed that they had improved in various aspects during the one-year course teaching and clinical training, while only 22% - 36% in the control group agreed with this statement. Conclusion: It was beneficial to improve the teaching level, academic research ability and teaching methods of colleges and universities by internationalizing medical education in combination with TBL dental teaching reform. This application and exploration project comprehensively promoted medical teaching reform and innovative talent training, encouraged the personalized development of students, and trained their clinical thinking, scientific research thinking and critical thinking to cultivate high-quality talent with innovative awareness and international vision.

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Section: Discussionsupporting

confidence: 81%

Application and exploration for the internationalization of medical education use TBL concept in dental teaching

Lin

Wang

et al. 2023

Preprint

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“…History, agriculture, and military sciences, by contrast, accounted for less than 1%. The distribution of majors chosen by international students is relatively consistent with the popular majors chosen by Chinese college students ( Wu et al, 2021 ).…”

Section: Discussionmentioning

confidence: 55%

“…The top three advantages of online learning were effectively reducing the risk of COVID-19 infection, saving living and commuting expenses, and saving commuting time, with the cumulative selection rate of 80, 69, and 69%, respectively. Online learning, where students are primarily at home, can effectively reduce the probability of COVID-19 infection by avoiding gatherings ( Wu et al, 2021 ). At the same time, since the price of necessities in Europe and the United States is much higher than that in mainland China, students can save a lot expenses.…”

Section: Discussionmentioning

confidence: 99%

Influencing Factors of International Students’ Anxiety Under Online Learning During the COVID-19 Pandemic: A Cross-Sectional Study of 1,090 Chinese International Students

Tan

Qu³

et al. 2022

Front. Psychol.

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ObjectiveWe conducted the following cross-sectional study to comprehensively assess the anxiety among Chinese international students who studied online during the COVID-19 pandemic and its influencing factors.MethodsQuestionnaires were distributed through “Sojump,” and a total of 1,090 valid questionnaires were collected. The questionnaire was divided into two parts: general situation and anxiety assessment of students. The former used a self-made questionnaire, and the international general GAD-7 scale was used to measure anxiety. Chi-square test was used to analyze the differences between groups, and logistic regression analysis was performed for the factors with differences.ResultsAnxiety was found in 707 (64.9%) of 1,090 international students. Chi-square test and multivariate Logistic regression analysis showed that the incidence of anxiety was higher in the group under 22 years of age than in the group over 22 years of age (68% vs. 61%, p = 0.015; OR = 1.186, 95% CI 1.045–1.347, p = 0.008); International students living in big cities had a higher incidence of anxiety than those living in rural areas (67% vs. 60%, p = 0.022; OR = 1.419, 95%CI 1.038–1.859, p = 0.011); international students who socialized 3 times or less monthly had a higher incidence of anxiety than those who socialized more than 3 times per month (68% vs. 58%, p = 0.003; OR = 1.52, 95%CI 1.160–1.992, p = 0.002); international students who expected purely online teaching had a higher incidence of anxiety than those who expected purely offline teaching or dual-track teaching (72% vs. 64%, p = 0.037; OR = 1.525, 95%CI 1.069–2.177, p = 0.02); international students with a subjective score of online learning experience of 6 or less had a higher incidence of anxiety than those with subjective scores of more than 6 (70% vs. 60%, p = 0.001, OR = 1.25, 95%CI 1.099–1.422, p = 0.001). However, gender, emotional status, BMI, major of study, vaccination status, and degree type had no significant difference in the incidence of anxiety among international students who studied online during the COVID-19 pandemic.ConclusionDuring COVID-19, international students who were younger, came from big cities, had low social frequency, expected purely online teaching, and had poor experience of online classes were risk factors for anxiety during online classes.

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“…Sixteen references were written with the purpose of proposing guidelines or recommendations related to anticolonial public health (see Table 1 for a breakdown of topic areas) 33–36 39–50. Sixteen articles described or evaluated educational approaches 37 38 45 48–60. Reference target audiences were health professions institutions or students (n=22), global public health institutions or students (n=15) and healthcare providers (n=3).…”

Section: Resultsmentioning

confidence: 99%

“…Wu et al 2021 58 Structure of global health learning experiences perpetuates global power hierarchies and is inherently inequitable.…”

Section: Author Year Problem Solutionsmentioning

confidence: 99%

Educational approaches to teach students to address colonialism in global health: a scoping review

et al. 2023

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IntroductionThe enduring legacy of colonisation on global health education, research and practice is receiving increased attention and has led to calls for the ‘decolonisation of global health’. There is little evidence on effective educational approaches to teach students to critically examine and dismantle structures that perpetuate colonial legacies and neocolonialist control that influence in global health.MethodsWe conducted a scoping review of the published literature to provide a synthesis of guidelines for, and evaluations of educational approaches focused on anticolonial education in global health. We searched five databases using terms generated to capture three concepts, ‘global health’, ‘education’ and ‘colonialism’. Pairs of study team members conducted each step of the review, following Preferred Reporting Items for Systematic reviews and Meta-Analyse guidelines; any conflicts were resolved by a third reviewer.ResultsThis search retrieved 1153 unique references; 28 articles were included in the final analysis. The articles centred North American students; their training, their evaluations of educational experiences, their individual awareness and their experiential learning. Few references discussed pedagogical approaches or education theory in guidelines and descriptions of educational approaches. There was limited emphasis on alternative ways of knowing, prioritisation of partners’ experiences, and affecting systemic change.ConclusionExplicit incorporation of anticolonial curricula in global health education, informed by antioppressive pedagogy and meaningful collaboration with Indigenous and low-income and middle-income country partners, is needed in both classroom and global health learning experiences.

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Alternatives to Student Outbound Mobility—Improving Students’ Cultural Competency Skills Online to Improve Global Health Without Travel

Cited by 13 publications

References 54 publications

Application and exploration for the internationalization of medical education use TBL concept in dental teaching

Application and exploration for the internationalization of medical education use TBL concept in dental teaching

Influencing Factors of International Students’ Anxiety Under Online Learning During the COVID-19 Pandemic: A Cross-Sectional Study of 1,090 Chinese International Students

Educational approaches to teach students to address colonialism in global health: a scoping review

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