A cross‐cultural comparison of problem students on clinical rotations

Hunt, D. Daniel; Khalid, B. A. K.; Shahabudin, S. H.; Rohana, J; Carline, Jan D.

doi:10.1080/10401339509539703

Cited by 3 publications

(6 citation statements)

References 5 publications

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“…Pertinent to the findings of this study are those of Hunt et al . (1995 ), who found that Malaysian students studying in Malaysian medical schools were more frequently rated as `shy' by their clinical teachers compared to United States students studying in Washington.…”

Section: Discussionsupporting

confidence: 85%

“…Pertinent to the ®ndings of this study are those of Hunt et al (1995), who found that Malaysian students studying in Malaysian medical schools were more frequently rated as`shy' by their clinical teachers compared to United States students studying in Washington. They also discovered that Malaysian students viewed`problem' students as those who challenge and question their teachers.…”

Section: Discussionmentioning

confidence: 65%

“…Such a study could also explore the supposition that some tutors are more sensitive to language‐related issues than others, and thus notice and comment upon this aspect of the students' performance than others. Similarly, some clinical teachers may believe that they are the only one who thinks that a particular student has a problem, resulting in a failure to identify and deal with the issue in question ( Hunt et al 1995 ). Without surveying the tutors involved this can only be speculation.…”

Section: Discussionmentioning

confidence: 99%

“…That is, perhaps Asian students are regarded as having`language problems' because they are not vocal and do not question their teachers, when in fact they are obeying cultural rules of respect. Hunt et al (1995) make the most important point that often students who are labelled as problematic may simply have failed to have reached their teacher's expectations, rather than have a problem per se. For example, it may be that some clinicians perceive that a student has dif®culties with language if they do not use the`Queen's English', while others may be morē exible in the standards that they deem acceptable.…”

Section: Discussionmentioning

confidence: 99%

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Clinical teachers' perceptions of medical students' English language proficiency

Chur‐Hansen

Vernon-Roberts

1998

Medical Education

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Medical educators from the Faculty of Medicine at the University of Adelaide, South Australia, have expressed reservations about the adequacy of some undergraduate medical students' English language proficiency for satisfactory academic and clinical performance. This study explores the occurrence and nature of the comments made in writing by clinical teachers about the English language proficiency of 568 students over a period of 4 years. The frequency and nature of the comments made by clinicians have important implications for the planning and implementation of pedagogical strategies to support non-English-speaking background medical students experiencing difficulties with their course due to language. Although the University of Adelaide has introduced initiatives in response to some of the problems that have been identified, it is recommended that any teaching interventions require careful evaluation through a longitudinal research design to ensure that their aims are being achieved.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 65%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Clinical teachers' perceptions of medical students' English language proficiency

Chur‐Hansen

Vernon-Roberts

1998

Medical Education

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“…For instance, Malaysian students in one study viewed “problem” students as those who challenged their teachers. 24 Furthermore, some NESB learners are hesitant to vocalize thoughts or questions because of concerns about their English language proficiency; 12 , 15 I oftentimes encountered residents who apologized for their very admirable conversational skills.…”

Section: Teaching Principlesmentioning

confidence: 99%

Teaching Medicine to Non-English Speaking Background Learners in a Foreign Country

Dhaliwal

2009

J GEN INTERN MED

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Teaching abroad exposes medical educators to unfamiliar teaching methods and learning styles that can enhance their overall teaching repertoire. Based on the author's experience teaching residents for one month at a community hospital in Japan and a review of the non-English speaking background (NESB) educational literature, pedagogical principles and lessons for successful international NESB instruction are outlined. These methods include understanding the dissimilar linguistic, cultural, and academic backgrounds of the learners, emphasizing pace and clarity of speech, presenting a conceptual framework instead of detailed discourse on subjects, and regular visual reinforcement of spoken words. The limitations introduced by the language barrier and the use of interpreters are briefly discussed. As society and institutions of higher learning become more global and multicultural, clinician-educators may benefit from teaching in other countries in order to enhance their teaching skills with NESB learners, both abroad and in their own institutions.KEY WORDS: Non-English speaking background; English as a second language; Medical education; International teaching.

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Poor English language proficiency hinders generic skills development: a qualitative study of the perspectives of first-year medical students

McLean

Murdoch‐Eaton

Shaban

2013

Journal of Further and Higher Education

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A cross‐cultural comparison of problem students on clinical rotations

Cited by 3 publications

References 5 publications

Clinical teachers' perceptions of medical students' English language proficiency

Clinical teachers' perceptions of medical students' English language proficiency

Teaching Medicine to Non-English Speaking Background Learners in a Foreign Country

Poor English language proficiency hinders generic skills development: a qualitative study of the perspectives of first-year medical students

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