Educating universal professionals or global physicians? A multi-centre study of international medical programmes design

Brouwer, Emmaline; Driessen, Erik; Mamat, Norul Hidayah; Nadarajah, Vishna Devi; Somodi, Klara; Frambach, Janneke

doi:10.1080/0142159x.2019.1676885

Cited by 23 publications

(14 citation statements)

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“…The identification of these two profiles in part aligns with our earlier work around IMPs. In three different institutions, we studied curricula and interviewed teachers about their curriculum design experiences [ 25 ]. We found that staff perceived IMPs as either intending to deliver a ‘universal professional’ who could practice anywhere, or to prepare special ‘global physicians’ for international or global health career paths.…”

Section: Discussionmentioning

confidence: 99%

Early career experiences of international medical program graduates: An international, longitudinal, mixed-methods study

et al. 2022

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Introduction Increasingly medical students pursue medical education abroad. Graduates from International Medical Programs (IMPs) practice globally, yet how to prepare students for an unknown international environment is complex. Following IMP graduates throughout their early careers, this study offers insights into gaps in current undergraduate education. Methods In this international, longitudinal, mixed-methods study, 188 graduates from seven IMPs completed baseline surveys on career choice and job preparedness. Forty-two participants completed follow-up until three years after graduation. Nine graduates participated in semi-structured interviews on individual experiences and the evolution of their perspectives. The multiphase, sequential design allowed data collected at baseline to inform further data collection instruments. Results Two typical student profiles emerged. The first depicts a student who, despite the challenges of studying abroad, pursues a medical degree ‘anyhow’, with a common aim of practicing in their home country. The other deliberately selects an IMP while envisaging an international career. Two years after graduation, the majority (> 70%) of our participants were practicing in a country other than their country of training. They reported challenges around licensing, the job application process and health system familiarization. Participants’ experiences point towards potential curriculum adaptations to facilitate cross-border transitions, including career guidance, networking and entrance exam preparation. Discussion IMP graduates lack support in practical aspects of career orientation and international exposure. Most IMPs essentially prepare their graduates for a career elsewhere. Gaps and challenges that IMP graduates experience in this cross-border career transition entail a responsibility for preparation and guidance that is currently lacking in IMP curricula.

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Section: Discussionmentioning

confidence: 99%

Early career experiences of international medical program graduates: An international, longitudinal, mixed-methods study

et al. 2022

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“…This study was part of a larger, multicentre, instrumental case study into the phenomenon of international medical programmes. In an earlier paper, we presented the challenges and strategies in curriculum design for these programmes . The present study focused on the ethical dilemmas that confront the staff of international medical programmes.…”

Section: Methodsmentioning

confidence: 99%

‘Being international is always a good thing’: A multicentre interview study on ethics in international medical education

et al. 2020

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Context: Internationalisation in medical education raises ethical concerns over, for instance, its for-profit orientation, the potential erosion of cultural diversity and the possibility that standardised education may not meet the needs of patients everywhere. These concerns fit into a broader debate on social responsibility in higher education. This study aims to explore how academic staff in international medical education experience and act upon the ethical concerns that pertain to their programmes. By adding their perspectives to the debate, this study helps us understand how theory-based ethical concerns are reflected in practice. Methods:We conducted a multicentre instrumental case study across three international medical programmes, all of which were characterised by an international student intake, an internationalised curriculum and international partnerships, and all of which used English as the medium of instruction. We conducted 24 semi-structured interviews with purposively sampled curriculum directors and teaching staff. Participants shared their personal experiences and responded to ethical concerns expressed in the literature. Our multidisciplinary team performed a template analysis of the data based on theoretical frameworks of ethics and social responsibility.Results: Participants primarily experienced the internationalisation of their institutions and programmes as having a positive impact on students, the university and the future global society. However, they did face several ethical dilemmas. The first of these involved the possibility that marketisation through international recruitment and the application of substantial tuition fees might widen access to medical education, but might allow weaker students to enter medical schools. The second concern referred to the homogenisation of education methods and content, which offers opportunities to expose students to best practices, but may also pose a risk to education quality. The third issue referred to the experience that although student diversity helped to promote intercultural learning, it also jeopardised student well-being. Conclusions:In the eyes of teaching staff in international medical education, internationalisation can benefit education quality and society, but poses ethical dilemmas through the forces of marketisation, homogenisation and diversification. The findings reflect a tension between the views of scholars and those of practitioners. The critical perspective found in academic debates is largely missing in practice, and theoretical frameworks on ethics possibly overlook the benefits of international education. To facilitate ethical decision making, we propose that scholars and practitioners globally try to learn from each other.

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“…As mentioned previously, SUSM has integrated new medical teaching ideas and methods based on extensive research [ 16–20 ]. Problem-based learning (PBL) and case-based learning (CBL) teaching methods will always be applied in the integration module of clinical and intelligent medicine.…”

Section: Application Of Pbl Cbl and Ebl In Integrated Medical Curriculummentioning

confidence: 99%

A commentary on the practice of integrated medical curriculum in the interdisciplinary field of medical engineering

Zhang

Zhou

et al. 2022

Annals of Medicine

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Shanghai University School of Medicine was a newly established medical college in 2018. It is founded on the national health development policies, international medical development trends and the close relationship between the advantages of new medical courses and medical artificial intelligence, it is dedicated to using intelligent medicine as the breakthrough point, training graduate students in two interdisciplinary medical engineering subjects as the priority, and implementing the integrated medical curriculum teaching reform. In this paper, we introduce the background of the integrated medical curriculum system at the Shanghai University School of Medicine, the horizontal and vertical integration of medical courses in interdisciplinary medical engineering subjects, the cross-integration of traditional integrated medical courses with other disciplines and specialties, and the transformation mode of medical science and technology innovation led by artificial intelligence under the support of three-dimensional curriculum integration, putting forward the prospect of the curriculum integration system and providing experiences and references for other medical schools. KEY MESSAGES This paper introduces the necessity and feasibility of implementing integrated medical course teaching in a newly established medical college. This paper introduces the strategies and concrete measures we took to implement integrated medical course teaching. The analysis of examination papers and other evaluations revealed that the integrated medical teaching for graduate students with non-medical professional backgrounds is feasible.

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Educating universal professionals or global physicians? A multi-centre study of international medical programmes design

Cited by 23 publications

References 40 publications

Early career experiences of international medical program graduates: An international, longitudinal, mixed-methods study

Early career experiences of international medical program graduates: An international, longitudinal, mixed-methods study

‘Being international is always a good thing’: A multicentre interview study on ethics in international medical education

A commentary on the practice of integrated medical curriculum in the interdisciplinary field of medical engineering

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