Migration or movement of people from one region to another has been going on for centuries. How ever, educational migration is a relatively new form of migration, which dates back to the time when the countries of Asia and Africa were under colonial domination. A limited number of young people were selected to study in the higher education institutions of the cities of the Empire, with a view to their further work in the administrative centers of the colonies. Young people, students and graduates are an intellectual potential and an important component in the development of society, a special group with a good level of mobility, intellectual activity and health, which give them an advantage over other categories of the population, represent the economic and demographic potential of the country, so the migration losses of students are undesirable in the country. Often, studying abroad is considered as a step towards future migration. International students, especially from developing countries, often stay in the host country after graduation. A foreign diploma is often viewed as an investment in finding a job after graduation, either in the host country or in the home country. Many host countries are interested in hiring talented foreign young people who have graduated from their universities.
Problem-based learning (PBL), as a student-centred learning method, refers to students actively participating in a group scenario to solve open-end problems. This study aims to compare the students’ attitudes on PBL in Zhengzhou University and the University of Bristol. This study adopts qualitative methods. By conducting semi-structured interviews with eight participants, four from Zhengzhou University and the others from the University of Bristol. Overall, the results of the study indicated that students from both two universities are overall satisfied with PBL because of its contribution to deeper understanding of medical knowledge and skill development and they all think that the quality of group discussion and the efficiency of PBL classes need to be improved. In terms of the different views from two universities, when it comes to the biggest benefit of PBL, students from Zhengzhou University are more likely to choose clinical thinking, while students from the University of Bristol are more satisfied with the deep understanding on medical knowledge. Unexpectedly, although Zhengzhou University has implemented PBL for fewer years than the University of Bristol, students are more satisfied with and motivated in PBL classes than those of the University of Bristol.
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