Cultural diversity in Australian medical education

Klimidis, Steven; Minas, I. H.; Stuart, Geoffrey W.; Hayes, Catherine

doi:10.1111/j.1365-2923.1997.tb00045.x

Cited by 24 publications

(36 citation statements)

References 9 publications

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“…Research elsewhere has identified personal, social, cultural, and financial pressures that may particularly affect students from non-mainstream backgrounds and that may need to be addressed explicitly and proactively 18 19. Failure in clinical examinations may have a sex related or cultural basis because the current emphasis on patient centred, empathetic care may be more natural for women than for men20 and may present a considerable difficulty for students from more paternalistic cultures 21 22 23 24. Language barriers may be important because fluency in standard English may not be adequate for medical and colloquial needs 25 26 27…”

Section: Discussionmentioning

confidence: 99%

Predicting the “strugglers”: a case-control study of students at Nottingham University Medical School

Yates

James

2006

BMJ

114

120

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Objective To identify potential predictors of undergraduate students who struggle during their medical training. Design Case-control study. Cases were students who had experienced academic or personal difficulties that affected their progression on the course ("strugglers"). Controls were selected at random from the corresponding year cohorts, using a ratio of four controls for each struggler. Setting University of Nottingham Medical School. Participants Students who entered the course over five consecutive years. Main outcome measures Likelihood ratios for independent risk factors for struggling on the course Results 10-15% of each year's student intake were identified as strugglers. Significant independent predictors of students being in this category were negative comments in the academic reference (likelihood ratio 2.25, 95% confidence intervals 1.44 to 3.50), lower mean examination grade at A level (2.19, 1.37 to 3.51), and the late offer of a place (1.98, 1.19 to 3.30). Male sex was a less significant risk factor (1.70, 1.09 to 2.65) as was a lower grade at GCSE science (2.13, 1.12 to 4.05). In UK students whose ethnicity was known, not being white was a significant predictor of struggling (2.77, 1.52 to 5.05) but the presence of negative comments was not. Age at entry to the course and the possession of a previous degree were not predictive. Conclusions Our results support retention of existing selection practices relating to academic achievement and critical review of students' references. We plan to undertake further investigation of the reasons why some students, including men, those with late offers and those from ethnic minority backgrounds, may do less well on the Nottingham course.

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Section: Discussionmentioning

confidence: 99%

Predicting the “strugglers”: a case-control study of students at Nottingham University Medical School

Yates

James

2006

BMJ

114

120

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“…Although not within the scope of the current contribution, there is certainly sufficient information to warrant another discussion relating to the different behaviours associated with collectivist and individualist cultures in the context of learning in PBL (Hofstede, 1986;Tennant, 1997;Klimidis et al, 1997).…”

Section: Social Domainmentioning

confidence: 98%

The small group in problem-based learning: more than a cognitive ‘learning’ experience for first-year medical students in a diverse population

et al. 2006

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In problem-based learning (PBL) curricula, first-year students need to adapt to a new learning environment and an unfamiliar new pedagogy. The small-group tutorial potentially offers a learning environment where students can become self-directed learners, collaborating with other group members to achieve individual and group learning goals. At the end of the first six-week theme in a relatively new PBL curriculum, new medical students were canvassed about coping with PBL (self-directed learning; content; time management; resources) and the value of the small-group tutorial, the latter of which is currently being reported. Almost 84% of students (n = 178) responded. The benefits of participating in small groups were categorized into three domains-cognitive, affective and social-as identified from student responses. Results were analysed in terms of gender and prior educational experience (secondary school vs. prior tertiary educational experience). For almost 94% of students, the small-group tutorial provided a conducive learning environment that influenced their personal development (i.e. tolerance, patience) and socialization into the faculty. Significantly more males indicated that they had developed social skills, while more school-leavers (matriculants) than mature students felt more receptive to the views of others. More mature students claimed to have made friends. Irrespective of some conflicting opinions in the literature, the present results suggest that the PBL tutorial may be important in facilitating student socialization into a new and unfamiliar academic environment, particularly when the pedagogy differs markedly from their past educational experiences. Through interacting with fellow students from diverse origins who hold different views in the intimate setting of the small group, students felt that they had not only increased their knowledge but had also developed personally and socially. It is proposed that the small group may be useful for integrating a diverse population of students into a new academic environment.

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“…Although research on how individual dispositions play out in different cultures is not conclusive, consistent findings on either the cultural or individual ends of these two concepts show their impact on a variety of outcomes relevant to acting and learning in healthcare workplaces. These range from mode of participation in the workplace, to approaches to dealing with errors, to the organization and public expenditure on healthcare (Klimidis et al 1997;Bell 2007;Gelfand et al 2011;Castilla 2004). …”

Section: Inside Versus Outside Anchorsmentioning

confidence: 99%

Experience, trajectories, and reifications: an emerging framework of practice-based learning in healthcare workplaces

Teunissen

2014

Adv in Health Sci Educ

105

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Learning by working is omnipresent in healthcare education. It enables people to learn how to perform, think, and interact in ways that work for their specific context. In this paper, I review my approach to studying this process. It centers on the question why healthcare professionals do what they do and how their actions and learning are intertwined. The aim of this paper is to illustrate what I have learned from the research I have been involved in, in such a way that it enables other researchers, educators, and clinicians to understand and study practice-based learning in healthcare workplaces. Therefore, I build on a programmatic line of research to present a framework of practice-based learning consisting of three inextricably linked levels of analysis. The first level focuses on how situations lead to personal experiences, the second level looks at strings of experiences that lead to multiple trajectories, and the third level deals with reifications arising from recurrent activities. This framework, and its interrelations and inherent tensions, helps to understand why healthcare workplaces can be both a powerful learning environment and a frustratingly hard place to change.

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Cultural diversity in Australian medical education

Cited by 24 publications

References 9 publications

Predicting the “strugglers”: a case-control study of students at Nottingham University Medical School

Predicting the “strugglers”: a case-control study of students at Nottingham University Medical School

The small group in problem-based learning: more than a cognitive ‘learning’ experience for first-year medical students in a diverse population

Experience, trajectories, and reifications: an emerging framework of practice-based learning in healthcare workplaces

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