On gunboats and grand pianos: medical education exports and the long shadow of colonialism

Whitehead, Cynthia

doi:10.1007/s10459-015-9660-7

Cited by 18 publications

(16 citation statements)

References 6 publications

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“…This concern has furthermore been acknowledged by the British quality assurance agency for higher education in their adoption of guidelines that point out the need to consider “the cultural assumptions about higher education learning methods” [23]. A similar call has been made to international medical educators to be aware of ethnocentricity when exporting ideas and programs [24]. Unfortunately, little is known about the nature of this potential culture shock and its impact on host institution students.…”

Section: Introductionmentioning

confidence: 99%

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: Introductionmentioning

confidence: 99%

Crossborder curriculum partnerships: medical students’ experiences on critical aspects

et al. 2018

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“…Their viewpoints show that various aspects of the teaching experience are valued differently by host teachers, even if they work in the same context. Concerns expressed by one critical viewpoint echo previous warnings from medical scholars about home programs not being sufficiently adapted to local circumstances (Whitehead 2016). These findings lend further credence to the assertion that curriculum partnerships may fail to respond to the needs of the local healthcare system.…”

Section: Discussionmentioning

confidence: 58%

Connected, attracted, and concerned: A Q study on medical crossborder curriculum partnerships

et al. 2018

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Introduction: A new form of internationalization has been trending upward in the medical education realm: crossborder medical curriculum partnerships established to deliver the same, or adapted, curriculum to groups of geographically separated students. This study aims to investigate crossborder medical curriculum partnerships by exploring the experiences of teachers at the recipient institution who have a key role in delivering the program. Methods: From four pioneering recipient medical schools, 24 teachers participated in a Q-sort study. Each participant rankordered 42 statements about teaching in a crossborder medical curriculum on a scale from À5 (indicating strong disagreement) to þ5 (indicating strong agreement). The authors conducted a "by-person" factor analysis to uncover distinct patterns in the ranking of statements, using the statistical results and participants' comments about their Q sorts to interpret these patterns and translate them into distinct viewpoints. Results: Three viewpoints emerged, reflecting: (1) a feeling of connectedness with the partner institution, trust in the quality of the curriculum, and appreciation of interinstitutional relationships; (2) the partnership's attractiveness because of the career opportunities it offers; and (3) concerns over the quality of graduates because of doubts about the appropriateness of the didactic model and insufficient attention to local healthcare needs, and over the practical feasibility of such partnerships. Conclusions: The three viewpoints identified revealed a pallet of views on how host teachers might experience their work. It shows the heterogeneous features of this group and seems to counterbalance reports that they are feeling "deprived" from their role as teacher. Two viewpoints featured an appreciation of interinstitutional relationships and of the partnership, especially when perceiving a degree of autonomy. Partners can capitalize on all different viewpoints by deploying procedure and policies to raise the quality of education delivery.

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“…Mistakes and conflicts are mainly discussed in a general sense and are often neither directed at the individual nor adequately result-oriented. We identified three factors influencing the communication between clinical teachers during the formal educational meetings (i) relational (power, leadership, handling conflicts, feeling safe), (ii) cultural (history, feedback – and meeting culture), (iii) professional (discipline-specific, commitment of teaching, contribution of residents and personal traits) [ 11 ].…”

Section: Resultsmentioning

confidence: 99%

Teamwork of clinical teachers in postgraduate medical training

Slootweg

2016

Perspect Med Educ

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Teamwork among clinical teachers is essential for continuous improvement of postgraduate medical training. This thesis deconstructs teamwork in four studies, mostly based on qualitative research approaches and one study utilizes mixed methods. We found that clinical teachers do train residents, but individually rather than as a team. The programme directors as leaders focus more on teaching activities than on the collective ambition and mutual engagement of clinical teachers. During the teaching meetings, mistakes and conflicts are mainly discussed in a general sense and are often neither directed at the individual, nor result-oriented. A valid evaluation instrument is constructed to improve teamwork.

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On gunboats and grand pianos: medical education exports and the long shadow of colonialism

Cited by 18 publications

References 6 publications

Crossborder curriculum partnerships: medical students’ experiences on critical aspects

Crossborder curriculum partnerships: medical students’ experiences on critical aspects

Connected, attracted, and concerned: A Q study on medical crossborder curriculum partnerships

Teamwork of clinical teachers in postgraduate medical training

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