Bachelor of Medicine and Surgery, Postgraduate Diploma in Paediatrics, Postgraduate Certificate in Clinical Education, Current doctoral candidate at the Liggins institute, Professional Teaching Fellow, Department of Paediatrics, Faculty of Medicine and Health Science, The University of Auckland, Auckland.
Deputy Dean, Faculty of Medicine and Health Science, The University of Auckland, Auckland.
N Z Med J. 2022 Mar 11;135(1551):40-53.
To understand the medical student perspective and experiences of academic difficulty and remediation in years' 2-6 at The University of Auckland (UoA), Aotearoa New Zealand, who were admitted via the Indigenous Māori and Pacific Admission Scheme (MAPAS) and international student pathways.
A qualitative study which undertook one-on-one, semi-structured interviews using case study as the research method within Kaupapa Māori and Pacific research frameworks. Two student groups were interviewed during 2017: MAPAS and international medical students. An email invitation was sent to all students, inviting those who had failed a year, or at least one examination, assessment, module or domain in UoA Medical Programme during 2014-2016 to participate in the study. Interview transcripts were thematically analysed with an inductive approach.
Fourteen medical students at UoA were included in the study, with ten from MAPAS and four from the international student admission pathway. There were six major themes identified. Three themes related to academic difficulty: the set curriculum, the hidden clinical curriculum and life complexities. Three related to the student perspectives of remediation: the impact of MAPAS support, enhanced resilience (particularly the MAPAS cohort) and stigmatisation from failing.
This study has investigated the MAPAS and international medical student experience of academic difficulty and remediation at UoA. The student dialogue offered a rich insight to deepen our understanding into the remediation process to ensure it is not only culturally safe but also fit for purpose. Tertiary institutions that offer undergraduate medical education can (and should) better support their at-risk medical student cohorts.
了解新西兰奥克兰大学（UoA）医学专业 2-6 年级的毛利和太平洋岛民入学计划（MAPAS）和国际学生入学途径的医学生对学业困难和补救的看法和经历。
这是一项定性研究，采用案例研究作为研究方法，在毛利和太平洋研究框架内进行一对一的半结构化访谈。2017 年对两组学生进行了访谈：MAPAS 和国际医学生。向所有学生发送了一封电子邮件邀请，邀请那些在 2014-2016 年期间在 UoA 医学项目中因成绩不及格或至少有一次考试、评估、模块或领域不及格的学生参加研究。采用归纳法对访谈记录进行主题分析。
共有 14 名 UoA 的医学生参与了这项研究，其中 10 名来自 MAPAS，4 名来自国际学生入学途径。确定了六个主要主题。三个与学业困难有关的主题：既定课程、隐藏的临床课程和生活复杂性。三个与学生对补救的看法有关：MAPAS 支持的影响、增强的适应力（尤其是 MAPAS 群体）和因失败而产生的污名化。
本研究调查了 UoA 的 MAPAS 和国际医学生在学业困难和补救方面的经历。学生的对话提供了深入了解补救过程的丰富见解，以确保补救过程不仅在文化上安全，而且符合目的。提供本科医学教育的高等教育机构可以（也应该）更好地支持其高风险医学生群体。
