Crossborder curriculum partnerships: medical students’ experiences on critical aspects

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

doi:10.1186/s12909-018-1239-6

Cited by 10 publications

(8 citation statements)

References 29 publications

(42 reference statements)

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“…[ 18 ] Waterval et al conducted a survey on cross-border curriculum of medical students and found that host students felt the partnership afforded opportunities to acquire unique academic competencies and boost their career. [ 19 ] Our findings are consistent with existing studies. Meanwhile, due to the difficulties of expenses, foreign language, and living habits while travelling abroad, introduction of international programs at native countries can benefit students of both native and foreign countries.…”

Section: Discussionsupporting

confidence: 93%

Effect of the international pharmacy education programs

et al. 2020

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Globalization has attracted much attention to universities over the past decade. The aim of this study was to evaluate the effect of the United States-China international pharmacy education programs (IPEP) in China. Kirkpatrick's model of evaluation was used to evaluate IPEP from reaction and learning levels. In the reaction level, a questionnaire survey with a Likert scale was used. In the learning level, data from “ Assessment Record of Advanced Clinical Pharmacy Practice of Peking University ” were collected. Cronbach’ α coefficient of reliability was calculated, principal component analysis and independent t -test were conducted. All of the students who attended IPEP (n = 36) completed the questionnaire survey. The scores of benefits were increased in 4 categories, including “Clinical practice competency improvement” (mean ranking [MR] = 3.11 points), “Understanding of doctor of Pharmacy education mode” (MR = 3.48 points), “English competency improvement” (MR = 3.64 points) and “International collaboration” (MR = 3.92 points). Meanwhile, the overall satisfaction was relatively high with the IPEP (MR = 4.22 points). In the learning level, a total of 22 records was obtained. Students who attended (n = 5) the IPEP achieved higher scores than those did not attend (n = 17) in the assessment records, although no statistical significant differences were observed. Personal in-depth interviews further supported the overall benefit of IPEP. The Kirkpatrick model of evaluation can be used for IPEP. The benefit and satisfaction of students attended the IPEP were high in the reaction level; even though no statistically significant difference was shown in the learning level, higher scores were still demonstrated.

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Section: Discussionsupporting

confidence: 93%

Effect of the international pharmacy education programs

et al. 2020

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“…The study found that the Inuit students faced a number of challenges, such as language barriers, cultural differences, and a lack of support from their families and communities. Waterval et al ( 41 ) explored the dynamics of international medical curriculum partnerships, noting the potential risks such as subpar curriculum execution and insufficient preparation for clinical practice in host nations. They underscore the necessity for further exploration into students’ perspectives on these transnational educational experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The diverse backgrounds of students, explored by Mustonen and Strömmer ( 37 ) and Roshini et al ( 38 ), call for an inclusive, multilingual approach to education, recognizing and utilizing the linguistic assets of students. Stakeholder experiences, particularly of groups like the Inuit studied by Møller ( 40 ) and international students in curriculum partnerships examined by Waterval et al ( 41 ), reveal cultural and linguistic hurdles, yet also highlight the transformative potential of EMI in fostering global competencies. Finally, the critical role of language proficiency in academic success, as seen in the findings of Tenney et al ( 43 ) and Schoepp ( 44 ), reinforces the need for language support in EMI programs.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Positive outcomes: Contrasting with the concerns about EMI, Alhamami and Almelhi ( 28 ) find that English fluency is a strong predictor of academic success, as evidenced by the higher cumulative GPA of English-speaking healthcare alumni in Saudi universities. Furthermore, Waterval et al ( 41 ) observe that while the overall reception of EMI is positive, there are complexities in its practical application, especially for students who lack proficiency in the language of the patient population, complicating their workplace-based learning and interaction. These findings illustrate a complex landscape where EMI’s impact on healthcare education can vary widely.…”

Section: Main Findingsmentioning

confidence: 99%

“…Such approaches have the potential to not only enrich the learning experience but also to ensure a deeper comprehension of the subject matter. Waterval et al ( 41 ) document the unique academic opportunities that medical curriculum partnerships offer to students. They argue for the adaptation of home curricula to the health systems of host countries, a strategy that not only provides students with a comprehensive international healthcare perspective but also maintains the relevance and accreditation of the curriculum globally.…”

Section: Recommendationsmentioning

confidence: 99%

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One decade of “English as a medium of instruction” (EMI) in healthcare education

Alhamami

2024

Front. Med.

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IntroductionThis paper analyzes published healthcare studies about “English as a medium of instruction” (EMI), indexed in the Scopus database from 2013 to 2022.MethodsThe author used published criteria of systematic reviews and limited the findings to healthcare education using several key terms; this returned 137 articles. The author then downloaded and carefully read the articles. The majority of articles (102) were deleted because they did not meet the selection criteria discussed in the methods section, thus the final list comprised 35 research studies. Next, the author analyzed the articles’ bibliometric indexes, such as author, funding information, context, research instruments, years of publication, place of publication, and citations. In addition, the key findings and recommendations of these studies were presented.Results and discussionMost of the studies assessed were conducted in the last five years in Arabic speaking countries by non-language specialists, and the language of instruction was not the main focus of the studies. The studies were most often about attitudes of students, and used quantitative methods such as questionnaires. The results show diverse and conflicted results such as positive impacts and positive attitudes in some cases, negative impacts and attitudes in others, and preferences for either monolingual or bilingual approaches. The findings demonstrate the need for experimental and rigorous mixed methods studies that involve different stakeholders and are conducted by both applied linguists and healthcare education specialists. Future research should move beyond student attitudes and utilize rigorous mixed methods involving researchers from both linguistics and healthcare education to deepen our understanding of EMI’s complex impact in diverse contexts.

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