跨境课程合作：医学生在关键方面的体验。
Crossborder curriculum partnerships: medical students' experiences on critical aspects.
机构信息
School of Health professions Education, Maastricht University, P.O. Box 616, 6200 MD, Maastricht, The Netherlands.
School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands.
出版信息
BMC Med Educ. 2018 Jun 7;18(1):129. doi: 10.1186/s12909-018-1239-6.
BACKGROUND
The 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.
METHOD
Three 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.
RESULTS
Findings 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.
CONCLUSION
Despite 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.
背景
过去十年见证了跨国界医学课程合作的兴起，为外国机构（主办机构）的学生提供与出口机构（母国机构）学生相当的学习体验。然而，由于机构之间的学习环境和国家医疗保健背景差异很大，文献中对课程提供质量可能较低、学生在主办国医疗保健环境中实践准备不足以及主办学生学习母国课程时可能面临文化冲击等问题表示担忧。这些问题尚未调查过与这些问题相关的医学生的经验和意见。本研究采用探索性方法研究主办机构学生面临的主要挑战。
方法
从 3 个合作关系中招募了 361 名主办机构学生，他们完成了一份关于动机、从高中过渡、语言、实践准备、未来职业规划和总体满意度的调查。对封闭式项目进行描述性统计，对开放式项目进行主题分析。
结果
研究结果表明，学生普遍对他们所接受的教育持积极看法。切换到新的教学语言（英语）和学习环境并不被视为主要障碍。然而，很大一部分非英语母语的非国民学生认为，这会使有效的基于工作场所的学习变得复杂。
结论
尽管学习经历存在差异，但主办机构的学生认为合作关系提供了获得独特学术能力和促进职业发展的机会。进一步使母国课程适应主办国的医疗保健系统可能会有所帮助，同时不应忽视医学课程合作关系为毕业生提供全球医疗保健国际视野的潜力。
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