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

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...

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Autores principales: Li, Wen, Liu, Chang, Liu, Shenjun, Zhang, Xin, Shi, Rong-gen, Jiang, Hailan, Ling, Yi, Sun, Hong
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7648950/
https://www.ncbi.nlm.nih.gov/pubmed/33160361
http://dx.doi.org/10.1186/s12909-020-02340-w
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author Li, Wen
Liu, Chang
Liu, Shenjun
Zhang, Xin
Shi, Rong-gen
Jiang, Hailan
Ling, Yi
Sun, Hong
author_facet Li, Wen
Liu, Chang
Liu, Shenjun
Zhang, Xin
Shi, Rong-gen
Jiang, Hailan
Ling, Yi
Sun, Hong
author_sort Li, Wen
collection PubMed
description 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. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-020-02340-w.
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spelling pubmed-76489502020-11-09 Perceptions of education quality and influence of language barrier: graduation survey of international medical students at four universities in China Li, Wen Liu, Chang Liu, Shenjun Zhang, Xin Shi, Rong-gen Jiang, Hailan Ling, Yi Sun, Hong BMC Med Educ Research Article 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. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-020-02340-w. BioMed Central 2020-11-07 /pmc/articles/PMC7648950/ /pubmed/33160361 http://dx.doi.org/10.1186/s12909-020-02340-w Text en © The Author(s) 2020 Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research Article
Li, Wen
Liu, Chang
Liu, Shenjun
Zhang, Xin
Shi, Rong-gen
Jiang, Hailan
Ling, Yi
Sun, Hong
Perceptions of education quality and influence of language barrier: graduation survey of international medical students at four universities in China
title Perceptions of education quality and influence of language barrier: graduation survey of international medical students at four universities in China
title_full Perceptions of education quality and influence of language barrier: graduation survey of international medical students at four universities in China
title_fullStr Perceptions of education quality and influence of language barrier: graduation survey of international medical students at four universities in China
title_full_unstemmed Perceptions of education quality and influence of language barrier: graduation survey of international medical students at four universities in China
title_short Perceptions of education quality and influence of language barrier: graduation survey of international medical students at four universities in China
title_sort perceptions of education quality and influence of language barrier: graduation survey of international medical students at four universities in china
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7648950/
https://www.ncbi.nlm.nih.gov/pubmed/33160361
http://dx.doi.org/10.1186/s12909-020-02340-w
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