Perceptions of Education Quality and Influence of Language Barrier: Graduation Survey of International Medical Students at Four Universities in China

Abstract Background: As the number of Asian and African students studying medicine in China increases, it is imperative to evaluate the educational experiences of these international medical students (IMSs). This study was intended to investigate opinions of China-educated IMSs towards the medical curriculum and the impact of Chinese language capability on their clinical studies.Methods: A self-administered questionnaire was circulated to the final-year IMSs during the graduation time from May 2019 to July 2019 in 4 universities in China. The questionnaire asked IMSs to assess the quality of medical education and provide a self-evaluation of their Chinese language capability. One-way Analysis of Variance (ANOVA) was used to determine whether IMSs’ Chinese language capability was associated with their clinical experiences and clinical competence.Results: Overall, we received 209 valid responses, of which 76.1% were satisfied with the quality of medical education. Genetics, physics, and mathematics were perceived as the least relevant basic courses for medical practice, and 21.5% of student reported that community-oriented medicine was a neglected subject. Notably, 58.9% of students had positive views about discussions on ethical topics during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skills and communication initiatives were found to be critical factors in influencing students’ clinical experiences and competence. Conclusion: This study presents the perceptions of China-educated IMSs towards medical curriculum from various aspects. Results show that language influences the education experiences of IMSs. Collectively, these results indicate that the curriculum for IMSs in China should be more problem-based and community-engaged to improve IMSs’ learning experiences and preparation for community deployment. Furthermore, training curriculum for the oral Chinese should be improved to equip IMSs with sufficient language competence to enable them to efficiently carry out clinical clerkship and rotations. Our findings provide evidence for benchmarking medical curricular codifications tailored for Asian and African students.

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Perceptions of Education Quality and Influence of Language Barrier: Graduation Survey of International Medical Students at Four Universities in China

10.21203/rs.3.rs-27027/v3 ◽

2020 ◽

Author(s):

Wen Li ◽

Chang Liu ◽

Shenjun Liu ◽

Xin Zhang ◽

Rong-gen Shi ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Medical Curriculum ◽

Clinical Skills ◽

Chinese Language ◽

International Medical ◽

Clinical Experiences ◽

African Students ◽

The Impact

Abstract Background: As the number of Asian and African students studying medicine in China increases, it is imperative to evaluate the educational experiences of these international medical students (IMSs). This study was intended to investigate opinions of China-educated IMSs towards the medical curriculum and the impact of Chinese language capability on their clinical studies.Methods: A self-administered questionnaire was circulated to the final-year IMSs during the graduation time from May 2019 to July 2019 in 4 universities in China. The questionnaire asked IMSs to assess the quality of medical education and provide a self-evaluation of their Chinese language capability. One-way Analysis of Variance (ANOVA) was used to determine whether IMSs’ Chinese language capability was associated with their clinical experiences and clinical competence.Results: Overall, we received 209 valid responses, of which 76.1% were satisfied with the quality of medical education. Genetics, physics, and mathematics were perceived as the least relevant basic courses for medical practice, and 21.5% of student reported that community-oriented medicine was a neglected subject. Notably, 58.9% of students had positive views about discussions on ethical topics during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skills and communication initiatives were found to be critical factors in influencing students’ clinical experiences and competence. Conclusion: This study presents the perceptions of China-educated IMSs towards medical curriculum from various aspects. Results show that language influences the education experiences of IMSs. Collectively, these results indicate that the curriculum for IMSs in China should be more problem-based and community-engaged to improve IMSs’ learning experiences and preparation for community deployment. Furthermore, training curriculum for the oral Chinese should be improved to equip IMSs with sufficient language competence to enable them to efficiently carry out clinical clerkship and rotations. Our findings provide evidence for benchmarking medical curricular codifications tailored for Asian and African students.

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Perceptions of education quality and influence of language barrier: graduation survey of international medical students at four universities in China

BMC Medical Education ◽

10.1186/s12909-020-02340-w ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

Wen Li ◽

Chang Liu ◽

Shenjun Liu ◽

Xin Zhang ◽

Rong-gen Shi ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Medical Curriculum ◽

Clinical Skills ◽

Chinese Language ◽

International Medical ◽

Clinical Experiences ◽

African Students ◽

The Impact

Abstract Background As the number of Asian and African students studying medicine in China increases, it is imperative to evaluate the educational experiences of these international medical students (IMSs). This study was intended to investigate opinions of China-educated IMSs towards the medical curriculum and the impact of Chinese language capability on their clinical studies. Methods A self-administered questionnaire was circulated to the final-year IMSs during the graduation time from May 2019 to July 2019 in 4 universities in China. The questionnaire asked IMSs to assess the quality of medical education and provide a self-evaluation of their Chinese language capability. One-way Analysis of Variance (ANOVA) was used to determine whether IMSs’ Chinese language capability was associated with their clinical experiences and clinical competence. Results Overall, we received 209 valid responses, of which 76.1% were satisfied with the quality of medical education. Genetics, physics, and mathematics were perceived as the least relevant basic courses for medical practice, and 21.5% of student reported that community-oriented medicine was a neglected subject. Notably, 58.9% of students had positive views about discussions on ethical topics during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skills and communication initiatives were found to be critical factors in influencing students’ clinical experiences and competence. Conclusion This study presents the perceptions of China-educated IMSs towards medical curriculum from various aspects. Results show that language influences the education experiences of IMSs. Collectively, these results indicate that the curriculum for IMSs in China should be more problem-based and community-engaged to improve IMSs’ learning experiences and preparation for community deployment. Furthermore, training curriculum for the oral Chinese should be improved to equip IMSs with sufficient language competence to enable them to efficiently carry out clinical clerkship and rotations. Our findings provide evidence for benchmarking medical curricular codifications tailored for Asian and African students.

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Experiences of international medical students enrolled in Chinese medical institutions towards online teaching during the COVID-19 pandemic

PeerJ ◽

10.7717/peerj.12061 ◽

2021 ◽

Vol 9 ◽

pp. e12061

Author(s):

Sarfraz Aslam ◽

Huma Akram ◽

Atif Saleem ◽

BaoHui Zhang

Keyword(s):

Medical Education ◽

Medical Students ◽

Online Education ◽

Online Teaching ◽

Clinical Skills ◽

International Medical ◽

Clinical Practices ◽

Internet Connection ◽

Validated Questionnaire ◽

Medical Institutions

Introduction . The COVID-19 pandemic has forced the world to pause. One hundred and eighty-eight countries have imposed countrywide school closures, affecting more than 1.5 billion children and youths. The majority of academic leaders are currently encouraging online education to resolve this crisis. This study aimed to investigate international medical students’ (IMS) experiences of online teaching during the COVID-19 pandemic. Methods Data were collected online using a validated questionnaire and one open-ended question, presented on the Google forms platform. The study attracted responses from 1,107 IMS volunteer participants. IBM SPSS v. 25, GraphPad Prism v. 9, and MindManager v. 2018 were used for data analysis. All variables were subjected to descriptive statistical analysis. The Mann–Whitney U test was used in subgroup analysis and the Kruskal-Wallis test was also applied for year-wise comparisons. Open-ended text responses were analyzed qualitatively, extracting themes by which responses were classified. Results Among 1,107 respondents, a total of 67.8% were males, and the majority (63.1%) of the IMS were in the age group of 21–23 years. The results show that more than half of the respondents reported their Internet connection quality as poor to average. Poor Internet connection severely affected IMS online learning experience. Persistent and recurrent issues with Internet access became a significant concern for IMS. Lack of electricity is one of the factors that can contribute to poor learning output and dissatisfaction with online teaching. IMS perceive online medical education as unhelpful in several phases of the training, such as improving their clinical skills, knowledge, and discussion skills. Conclusions During these unprecedented periods, online teaching has allowed medical education to continue. However, IMS are generally dissatisfied with online teaching. Medical students must visualize the human body, so supportive technologies are important to compensate for the lack of clinical practices. Medical institutions may need to invest in faculty training programs and continually adjust to enhance the content of online training and international partnerships. A switch from conventional face-to-face teaching to a fully functional virtual education framework in the medical education field will take time and experience.

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Simulation as a Tool to Promote Professional Identity Formation and Patient Ownership in Medical Students

Simulation & Gaming ◽

10.1177/1046878119869038 ◽

2019 ◽

Vol 50 (6) ◽

pp. 711-724

Author(s):

Lillie Tien ◽

Tasha R. Wyatt ◽

Matthew Tews ◽

A. J. Kleinheksel

Keyword(s):

Medical Education ◽

Medical Students ◽

Professional Identity ◽

Identity Formation ◽

Clinical Experience ◽

Clinical Skills ◽

A Priori ◽

Professional Identity Formation ◽

Clinical Experiences ◽

Contextual Elements

Background. Simulation has become a valuable tool in medical education, providing standardized clinical experiences without jeopardizing patient safety. Simulation may also help promote students’ professional identity formation (PIF) and patient ownership. Methods. A mixed-methods study was performed to explore the relationship between simulation, PIF, and patient ownership among third-year medical students in between their clerkship rotation blocks. Data were collected from 76 students after a simulated emergent case. A priori codes were developed and categorized into individual and contextual elements, and latent content analysis was conducted on the responses. Quantitative analysis identified how clerkship rotations and prior clinical experience affected students’ PIF and feelings of patient ownership. Results. Students exhibited both PIF and feelings of patient ownership as a result of the simulation. Students who completed an in-patient clerkship block described individual elements more frequently than students who completed the out-patient clerkship block (p = 0.017). Students who had no clinical experience prior to medical school remarked on individual elements more frequently than students who did have prior clinical experience (p = 0.017). Conclusions. When medical students felt like a physician, they took ownership of their patients. When they took ownership of their patients, they felt like a physician. Simulation has long been recognized as a valuable tool for developing clinical skills and teamwork behaviors, but it also fosters PIF and a sense of patient ownership. By introducing simulation activities earlier in medical education, students will have opportunities to develop patient ownership and professional identity earlier, allowing for a fuller, more mature development process.

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Improving the Quality of Medical Education: Students’ Achievements and Perceptions on Simulation Based Learning

GEORGIAN SCIENTISTS ◽

10.52340/gs.2021.08.01 ◽

2021 ◽

Author(s):

Irma Manjavidze ◽

Dali Chitaishvili ◽

Pirdara Nozadze

Keyword(s):

Medical Education ◽

Medical Students ◽

Clinical Skills ◽

Likert Scale ◽

Average Score ◽

Skills Acquisition ◽

Test Analysis ◽

Simulation Based ◽

Post Test

Background. Simulation Based Learning (SBL) revolutionized medical education. Today's challenge is to control and improve the quality of the SBL. One way to monitor the quality of the learning process is to conduct regular surveys. Methods.. 4th year medical students were asked to fill out a questionnaire consisting of Likert scale, to assess the training course and SBL in general. Improvement of their knowledge after taking the course was analyzed on the basis of pre- and post-test results. Results. Eighty-two 4th year medical students responses to the 35 questions in the questionnaire were positive and the average score was 4.57 on a 5-point Likert scale. Pre- and post-test analysis proved that the course was really productive. The average points for pretest was 20 points (SD=5,39) and 29 points for pot-test (SD=4,64). Conclusions. “Clinical skills” course has caused a high satisfaction and motivation of the students and improved their knowledge. Knowledge enhancement and skills acquisition took place in a comfortable environment.

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Improving the Quality of Medical Education: Students’ Achievements and Perceptions on Simulation Based Learning

GEORGIAN SCIENTISTS ◽

10.52340/gs.2021.462 ◽

2021 ◽

Author(s):

Dali Chitaishvili ◽

Irma Manjavidze ◽

Pirdara Nozadze

Keyword(s):

Medical Education ◽

Medical Students ◽

Clinical Skills ◽

Likert Scale ◽

Average Score ◽

Skills Acquisition ◽

Test Analysis ◽

Simulation Based ◽

Post Test

Background. Simulation Based Learning (SBL) revolutionized medical education. Today's challenge is to control and improve the quality of the SBL. One way to monitor the quality of the learning process is to conduct regular surveys. Methods.. 4th year medical students were asked to fill out a questionnaire consisting of Likert scale, to assess the training course and SBL in general. Improvement of their knowledge after taking the course was analyzed on the basis of pre- and post-test results. Results. Eighty-two 4th year medical students responses to the 35 questions in the questionnaire were positive and the average score was 4.57 on a 5-point Likert scale. Pre- and post-test analysis proved that the course was really productive. The average points for pretest was 20 points (SD=5,39) and 29 points for pot-test (SD=4,64). Conclusions. “Clinical skills” course has caused a high satisfaction and motivation of the students and improved their knowledge. Knowledge enhancement and skills acquisition took place in a comfortable environment.

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OSCE: An Effective Tool of Assessment for Medical Students

10.53350/pjmhs211582235 ◽

2021 ◽

Vol 15 (8) ◽

pp. 2235-2239

Author(s):

Farrukh Sarfraz ◽

Fahad Sarfraz ◽

Imran Jawad ◽

Mohammad Zia-Ul-Miraj ◽

Rizwan Zafar Ahmad ◽

...

Keyword(s):

Medical Students ◽

Time Allocation ◽

Assessment Tool ◽

Clinical Skills ◽

Cross Sectional Study ◽

Cross Sectional ◽

Clinical Competencies ◽

Medical College ◽

Data Collection Procedure

Background: To assess the competency of a student different tools are used. Since its introduction in 1975 by Dr. Harden and his team, OSCE has gained tremendous strides to assess the clinical competencies. Since 1975 onward OSCE has been very successfully used to assess the clinical competencies of medical student globally. OSCE is an assessment tool in which student is observed for performance of different tasks at specified stations. In the current study perception of medical students about OSCE examination was done which shall give room for positive criticism and further improvement of the system where ever required. Objective: To expedite view of final year MBBS students of Azra Naheed College about OSCE Material and Method Study design: Quantitative, cross sectional study. Settings: Azra Naheed College, Lahore. Duration: Six months i.e. 1st July2020 to 31st December 2020 Data Collection procedure: After an informed consent and appropriate briefing, the questionnaire was distributed among the final year medical students of Azra Naheed Medical College. Questionnaire developed by Russell et al was used. Results: Out of 148 students who participated in the study, 66(45%) students were females and 82(55%) were male. Majority of the students were satisfied with the quality of the exam. Consensus about the quality of exam was that, 29.7% were aware about the nature of the exam, 52.7% were satisfied that the syllabus taught was asked in the exam, 58.1% were satisfied about the time allocation for each station. Majority i.e. 60% considered OSCE an exam of practical nature which is not biased by gender or ethnicity. More than 50% of the students were satisfied with the standard of the exam. At the same time more than 50% students considered essay exam the easiest format of assessment. However, OSCE was considered to be fairest form of assessment 73%. 68.9% perceived that learning is enhanced by MCQs rather than other formats of assessment. Conclusion: To conclude this study, it is very much clear that the perception of students about OSCE as an assessment tool was very encouraging, as it not only provided them the opportunity to highlight their weaknesses but also helped them to perform well in the exam, manage time during exam and to overcome them stress which influenced their results. Key words: OSCE, Objective, Examinations, Clinical skills, qualitative analysis

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– Medical education Curriculum gaps in teaching clinical skills to Iranian undergraduate medical students

Archives of Medical Science ◽

10.5114/aoms.2013.33073 ◽

2013 ◽

Vol 2 ◽

pp. 309-313 ◽

Cited By ~ 2

Author(s):

Azim Mirzazadeh ◽

Behrouz Bavarian ◽

Ali Labaf ◽

Ali Afshari ◽

Mohammad Nikoo ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Clinical Skills ◽

Education Curriculum ◽

Undergraduate Medical Students ◽

Medical Education Curriculum

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Attitude & belief towards mental illness and psychiatry as a faculty among medical students at International Medical University, Malaysia

BJPsych Open ◽

10.1192/bjo.2021.362 ◽

2021 ◽

Vol 7 (S1) ◽

pp. S125-S125

Author(s):

Debakanta Behera ◽

Ji Yen Ku

Keyword(s):

Mental Health ◽

Mental Illness ◽

Medical Education ◽

Medical Students ◽

Career Choice ◽

Online Survey ◽

Psychiatric Patients ◽

International Medical ◽

Early Exposure ◽

Medical University

AimsThird year Medical students from the International Medical University, Malaysia were assessed regarding their commonly held attitudes and beliefs for the mental illness in general as well as with respect to psychiatry as a faculty through a survey monkey based survey,BackgroundCommonly held perceptions and prejudices often can be overcame by education and early exposure to facts which also holds true with medical students and their attitude as well as expectations to psychiatry. Ever growing awareness regarding the Mental illness has helped but is unable to complete address the stigma and prejudices associated with it. Also Early exposure to psychiatry in medical education can provide a positive experience to medical students including germinating an interest in psychiatry as a career choice among the students.Method42 students of 3rd and 4th year medical school from International Medical University, Malaysia, some without any exposure to psychiatry, were participated in a survey created on a cloud based online survey link and responded to a questionnaire about the attitude and belief towards mental Illness as well as Psychiatry as a career choice. The results were analysed and data interpreted.ResultMost students (85%) though agreed that psychiatry is a rapidly expanding frontier of medicine sadly only 20% stated that it would be one of the top three career choice. Just under the 50% of the students stated that the psychiatric patients are more likely to harm others. About 95% felt that psychiatric consultations of patients with medical and surgical health problems would be helpful and 90% students shared that they would not feel embarrassed about someone from their family if diagnosed with mental illness.ConclusionPsychiatric exposure in medical education has been recognised as inadequate in general and often exposing medical students to psychiatry early helps improving the stigma and prejudices associated with mental illness. It will also give them sufficient exposure to assess the illness holistically keeping mental health in mind while treating physically ill people and also may inspire them to choose psychiatry as a career choice in a rapidly developing and conservative country such as Malaysia where mental health services are largely inadequate and is the second biggest health issue.

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