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Waterval, Dominique G. J.; Frambach, Janneke; Driessen, Erik; Scherpbier, Albert

doi:10.1177/1028315314533608

Cited by 59 publications

(25 citation statements)

References 50 publications

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“…medical programme directors [28], host medical students (this study), host medical teachers [34], a case study from a home perspective [35], and a literature review including insights from outside the medical domain [9] are collected. Together they form a comprehensive picture of this complex and challenging form of internationalization.…”

Section: Discussionmentioning

confidence: 99%

“…Our search for an existing validated instrument that fulfilled our research objective and context was unsuccessful. We analyzed the articles included in two review studies on crossborder higher education [6, 9] for student-related issues. Six themes emerged from this analysis, specifically: motives, transition from high school, language, preparedness for practice, future career planning, and general satisfaction levels.…”

Section: Methodsmentioning

confidence: 99%

“…Much attention is given to the effectiveness and desirability of this new form of internationalization based on an investigation of stakeholders’ motives and quality assurance frameworks [8]. However, few studies address the educational challenges crossborder curriculum partnerships face [9] and rarely base their conclusions on students’ voices as well.…”

Section: Introductionmentioning

confidence: 99%

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Crossborder curriculum partnerships: medical students’ experiences on critical aspects

et al. 2018

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BackgroundThe past decade has witnessed an upsurge in medical curriculum partnerships established across national boundaries to offer students at the foreign institution (host) a learning experience comparable to that of students at the exporting institution (home). However, since the learning environments and national healthcare contexts differ greatly between institutions, concerns have been raised in the literature about potential low quality of curriculum delivery, inadequate preparation of students to practice in the host country healthcare setting, and a culture shock for host students having to study a home curriculum.. The experiences and opinions of medical students related to these concerns have not been investigated. This study takes an explorative approach on key challenges faced by host institution students.MethodThree hundred sixty-one host students recruited from 3 partnerships completed a survey about their motives, transition from high school, language, preparedness for practice, future career planning, and general satisfaction. Descriptive statistics of closed-ended items and thematic analysis of open-ended items were performed.ResultsFindings revealed that students generally held positive views of the education they received. Switching to a new language of instruction (English) and learning environment was not perceived as a major obstacle. However, a significant portion of students who as non-nationals did not speak the language of the patient population felt this complicated effective workplace-based learning.ConclusionDespite differences in learning experiences, host students felt the partnership afforded opportunities to acquire unique academic competencies and boost their career. Further adaptation of the home curriculum to the host country healthcare system may be beneficial, without losing sight of medical curriculum partnerships’ potential to offer graduates an international outlook on global healthcare.Electronic supplementary materialThe online version of this article (10.1186/s12909-018-1239-6) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Crossborder curriculum partnerships: medical students’ experiences on critical aspects

et al. 2018

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“…However, we know that particular curricula look different in different contexts [51, 52]. Acknowledging that each medical school has a unique space and place [16], and the relationships, dynamics and interactions between people and systems will vary because of context is crucial.…”

Section: Discussionmentioning

confidence: 99%

Getting off the carousel: Exploring the wicked problem of curriculum reform

2017

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IntroductionMaking substantial changes to the form and delivery of medical education is challenging. One reason for this may be misalignment between existing conceptualizations of curricula and curriculum reform in medical education, with the former perceived as ‘complex’ yet the latter as linear. Reframing curriculum reform as a process-driven, complex entity may enhance the possibility of change. To explore the utility of this approach, we carried out an exploratory case study of curriculum reform in a real-life context.MethodsWe used a qualitative case study approach. Data were collected from 17 interviews with senior faculty involved in curriculum reform in one medical school plus document analysis of approximately 50 documents and files, to provide background, context, and aid triangulation.ResultsData coding and analysis was initially inductive, using thematic analysis. After themes were identified, we applied the ‘wicked problem’ framework to highlight aspects of the data. This paper focuses on two main analytic themes. First, that multiple players hold different views and values in relation to curriculum reform, resulting in various influences on the process and outcomes of reform. Second, ‘solutions’ generate consequences which go beyond the anticipated advantages of curriculum reform.DiscussionThis is the first empirical study of curriculum reform in medical education which uses the wicked problem framework to conceptually illuminate the complex processes which occur in relation to reform. Those involved in reform must be reflective and attentive to the possibility that persistent and emerging challenges may be a result of wicked problems.

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“…Host country health care systems may not easily or be entirely capable to accommodate instruction and practice of all outlined professional competencies and local faculty may be more accustomed to conventional teaching methods 8 , 9 . Exported curricula may be subject to reservations within the home country associated with the capability to uphold the indigenous program’s rigour and reputation overseas 10 .…”

Section: Introductionmentioning

confidence: 99%

How does culture affect experiential training feedback in exported Canadian health professional curricula?

2017

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ObjectivesTo explore feedback processes of Western-based health professional student training curricula conducted in an Arab clinical teaching setting. MethodsThis qualitative study employed document analysis of in-training evaluation reports (ITERs) used by Canadian nursing, pharmacy, respiratory therapy, paramedic, dental hygiene, and pharmacy technician programs established in Qatar. Six experiential training program coordinators were interviewed between February and May 2016 to explore how national cultural differences are perceived to affect feedback processes between students and clinical supervisors. Interviews were recorded, transcribed, and coded according to a priori cultural themes. ResultsDocument analysis found all programs’ ITERs outlined competency items for students to achieve. Clinical supervisors choose a response option corresponding to their judgment of student performance and may provide additional written feedback in spaces provided. Only one program required formal face-to-face feedback exchange between students and clinical supervisors. Experiential training program coordinators identified that no ITER was expressly culturally adapted, although in some instances, modifications were made for differences in scopes of practice between Canada and Qatar. Power distance was recognized by all coordinators who also identified both student and supervisor reluctance to document potentially negative feedback in ITERs. Instances of collectivism were described as more lenient student assessment by clinical supervisors of the same cultural background. Uncertainty avoidance did not appear to impact feedback processes. ConclusionsOur findings suggest that differences in specific cultural dimensions between Qatar and Canada have implications on the feedback process in experiential training which may be addressed through simple measures to accommodate communication preferences.

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Copy but Not Paste

Cited by 59 publications

References 50 publications

Crossborder curriculum partnerships: medical students’ experiences on critical aspects

Crossborder curriculum partnerships: medical students’ experiences on critical aspects

Getting off the carousel: Exploring the wicked problem of curriculum reform

How does culture affect experiential training feedback in exported Canadian health professional curricula?

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