An exploration of crossborder medical curriculum partnerships: Balancing curriculum equivalence and local adaptation

Waterval, Dominique G. J.; Frambach, Janneke; Pool, Andrea Oudkerk; Driessen, Erik; Scherpbier, Albert J.J.A.

doi:10.3109/0142159x.2015.1019439

Cited by 31 publications

(69 citation statements)

References 17 publications

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“…Its outcomes may be useful for university leaders, branch campus managers and educators, policymakers, and other stakeholders. Together with our previous study involving medical program directors [28], this study contributes to a more comprehensive picture of this phenomenon. Furthermore, by concentrating on students as key stakeholders, this study can contribute to an in-depth understanding of issues and challenges in these partnerships.…”

Section: Introductionmentioning

confidence: 72%

“…This latter observation is an important factor for students who are unable to leave their home region or have no intention to do so [30]. Moreover, students shared medical program directors’ view [28] that most of them needed only a few months to adapt to English as the main language of instruction and to student-centered education. Some students even flagged these two aspects as clear advantages.…”

Section: Discussionmentioning

confidence: 99%

“…Such hurdles represent a serious threat not only to deliver comparable quality but also to prepare students to work in the host context. Potential ways for institutions to anticipate such problems, for instance, are to include compulsory host-language instruction in the pre-clinical years or to organize a binary clinical placement system whereby students who speak the host language see host country patients, and those who do not encounter English-speaking patients [14–16, 28–31]. …”

Section: Discussionmentioning

confidence: 99%

“…medical programme directors [28], host medical students (this study), host medical teachers [34], a case study from a home perspective [35], and a literature review including insights from outside the medical domain [9] are collected. Together they form a comprehensive picture of this complex and challenging form of internationalization.…”

Section: Discussionmentioning

confidence: 99%

“…The aforementioned concerns have been recognized by the medical program directors responsible for the implementation and quality of six different medical curriculum partnerships [28]. Although they acknowledged that these were challenging issues that required continuous attention, they also believed that they generally did not interfere with the overall aims of the curriculum partnership.…”

Section: Introductionmentioning

confidence: 99%

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Crossborder curriculum partnerships: medical students’ experiences on critical aspects

et al. 2018

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BackgroundThe 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.MethodThree 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.ResultsFindings 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.ConclusionDespite 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.Electronic supplementary materialThe online version of this article (10.1186/s12909-018-1239-6) contains supplementary material, which is available to authorized users.

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Section: Introductionmentioning

confidence: 72%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Crossborder curriculum partnerships: medical students’ experiences on critical aspects

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Who PACS a Punch? The Role of the Picture Archiving and Communication System/Radiology Information System (PACS/RIS) in Quantifying Experiential Learning in Radiology Residency

Greyling

Pitcher

2018

J Digit Imaging

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The clinical logbook is the currently accepted tool for evaluating experiential learning (EL) in postgraduate radiology training programs internationally. The role of the picture archiving and communication system/radiology information system (PACS/RIS) in defining the complete EL portfolio of radiology residents has not been explored. To conduct a PACS/RIS-based analysis of the comprehensive clinical outputs of radiology residents, and to correlate outputs with residency recruitment criteria and exit examination performance. Retrospective, customized searches of the institutional PACS/RIS were conducted to determine the clinical outputs of radiology residents completing a standardized 4-year training program at a single institution in a middle-income country. The association between outputs and prior-to-residency radiology experience, prior-to residency completion of the primary examination, and performance in the exit examination were determined. Fifteen residents were included. Average clinical output was 8286 cases, with a wide range (6268-10460). Total output was not associated with first-time exit examination success (p=0.16). Residents with prior radiology experience tended to greater success at first exit examination attempt (10/11, 91% versus 2/4, 50%; p=0.09), despite lower average outputs (8138 versus 8695). Outputs were not associated with prior completion of the radiology primary examination (8263 versus 8378; p=0.87). This first PACS/RIS-based analysis of the complete clinical outputs of any radiology residency training program provides important baseline educational data, with the potential to inform discourses on specialty training internationally. It demonstrates the potential for the modern PACS/RIS to supersede the traditional logbook and to serve as a comprehensive EL portfolio for radiology residents.

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East meets West: Shadow coaching to support online reflective practice

2018

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ObjectivesA structured, reflection-based electronic portfolio program (ePortfolio), with novel faculty development initiative, involving ‘shadow coaches’, was shared with the newly formed Ottawa-Shanghai Joint School of Medicine (OSJSM). OSJSM is a partnership between Shanghai Jiao Tong University and the University of Ottawa. As the world’s first Sino-Canadian Joint Medical School, OSJSM introduced North American undergraduate medical curriculum to China. ‘Shadow coaching’ involved trans-Pacific pairing of coaches, supplemented by local faculty development.Framework(a) Pre-implementation: The well-established online ePortfolio platform at the University of Ottawa was mirrored at OSJSM. University of Ottawa ePortfolio coaches were recruited to serve as shadow coaches to their OSJSM counterparts. Shadow coaches provided mentoring and resources while maintaining awareness of cross-cultural issues. Faculty development consisted of face-to-face faculty development in Shanghai, several online synchronous sessions, and familiarization of University of Ottawa coaches with the Chinese medical education system. (b) Description/Components: This intervention, introduced in 2016–2017, involved five University of Ottawa shadow coaches paired with five OSJSM ePortfolio coaches. Student reflection encourages open frank discussion which is a new paradigm for Chinese students and faculty. Shadow coaches were encouraged to challenge new OSJSM coaches to widely explore physician roles and competencies.ResultsInitial results indicate that the experience served to effectively develop OSJSM coaches’ skills as evidenced by shadow coaches’ review of anonymized OSJSM student reflective writing.ConclusionsOur project describes a novel tool using shadow coaching for faculty development for a cross-cultural partnership. Similar approaches can be utilized for culturally-sensitive long-distance faculty development.

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An exploration of crossborder medical curriculum partnerships: Balancing curriculum equivalence and local adaptation

Cited by 31 publications

References 17 publications

Crossborder curriculum partnerships: medical students’ experiences on critical aspects

Crossborder curriculum partnerships: medical students’ experiences on critical aspects

Who PACS a Punch? The Role of the Picture Archiving and Communication System/Radiology Information System (PACS/RIS) in Quantifying Experiential Learning in Radiology Residency

East meets West: Shadow coaching to support online reflective practice

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