Ambrose Mark, Murray Linda, Handoyo Nicholas E, Tunggal Deif, Cooling Nick
School of Medicine, University of Tasmania, Private Bag 34, Hobart, 7000, Australia.
Medical Faculty, University of Nusa Cendana, Adi Sucipto St. Penfui, Kota Kupang, 85000, Timor Island, NTT Province, Indonesia.
BMC Med Educ. 2017 Jan 13;17(1):10. doi: 10.1186/s12909-016-0851-6.
There is limited research to inform effective pedagogies for teaching global health to undergraduate medical students. Theoretically, using a combination of teaching pedagogies typically used in 'international classrooms' may prove to be an effective way of learning global health. This pilot study aimed to explore the experiences of medical students in Australia and Indonesia who participated in a reciprocal intercultural participatory peer e-learning activity (RIPPLE) in global health.
Seventy-one third year medical students (49 from Australia and 22 from Indonesia) from the University of Tasmania (Australia) and the University of Nusa Cendana (Indonesia) participated in the RIPPLE activity. Participants were randomly distributed into 11 intercultural 'virtual' groups. The groups collaborated online over two weeks to study a global health topic of their choice, and each group produced a structured research abstract. Pre- and post-RIPPLE questionnaires were used to capture students' experiences of the activity. Descriptive quantitative data were analysed with Microsoft Excel and qualitative data were thematically analysed.
Students' motivation to volunteer for this activity included: curiosity about the innovative approach to learning; wanting to expand knowledge of global health; hoping to build personal and professional relationships; and a desire to be part of an intercultural experience. Afer completing the RIPPLE program, participants reported on global health knowledge acquisition, the development of peer relationships, and insight into another culture. Barriers to achieving the learning outcomes associated with RIPPLE included problems with establishing consistent online communication, and effectively managing time to simultaneously complete RIPPLE and other curricula activities.
Medical students from both countries found benefits in working together in small virtual groups to complement existing teaching in global health. However, our pilot study demonstrated that while intercultural collaborative peer learning activities like RIPPLE are feasible, they require robust logistical support and an awareness of the need to manage curriculum alignment in ways that facilitate more effective student engagement.
关于向本科医学生教授全球健康的有效教学方法的研究有限。从理论上讲，结合“国际课堂”中常用的多种教学方法可能是学习全球健康的有效途径。这项试点研究旨在探索澳大利亚和印度尼西亚参与全球健康方面相互文化参与式同伴电子学习活动（RIPPLE）的医学生的经历。
来自澳大利亚塔斯马尼亚大学和印度尼西亚努山塔拉大学的71名三年级医学生（49名来自澳大利亚，22名来自印度尼西亚）参加了RIPPLE活动。参与者被随机分配到11个跨文化“虚拟”小组。这些小组在两周内进行在线协作，研究他们选择的一个全球健康主题，每个小组撰写一份结构化的研究摘要。在RIPPLE活动前后使用问卷来了解学生对该活动的体验。描述性定量数据用微软Excel进行分析，定性数据进行主题分析。
学生自愿参加这项活动的动机包括：对创新学习方法的好奇；希望扩展全球健康知识；希望建立个人和职业关系；以及渴望参与跨文化体验。完成RIPPLE项目后，参与者报告了在全球健康知识获取、同伴关系发展以及对另一种文化的洞察方面的收获。实现与RIPPLE相关的学习成果的障碍包括建立一致的在线沟通存在问题，以及有效管理时间以同时完成RIPPLE和其他课程活动。
来自两国的医学生发现在小型虚拟小组中共同学习对补充全球健康现有教学有好处。然而，我们的试点研究表明，虽然像RIPPLE这样的跨文化协作同伴学习活动是可行的，但它们需要强大的后勤支持，并且需要意识到以促进学生更有效参与的方式管理课程协调的必要性。
