Culture shock and the international student ‘offshore’

Pyvis, David; Chapman, Anne

doi:10.1177/1475240905050289

Cited by 61 publications

(35 citation statements)

References 8 publications

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“…Upon entering the program, host students are immersed in an international learning community and are taught an (adapted) foreign medical curriculum by teachers from different countries. In comparison to their home counterparts, host students have a more heterogeneous background [18], as was the case in our study. The healthcare system they are trained in is different from the system in their country of origin and destination.…”

Section: Discussionmentioning

confidence: 83%

“…Although students did identify many areas for improvement, they also realized that exact similarity of their learning experience compared with home students would be unattainable, as Coleman was already keen to point out [31]. In all, this study seems to suggest that although an alleged “culture shock” [10, 17, 18] could indeed be observed in these medical curriculum partnerships, its consequences were of manageable magnitude.…”

Section: Discussionmentioning

confidence: 84%

“…A second risk is that host students, similar to exchange students, could experience “culture shock” when exposed to the new, foreign learning environment [10, 17, 18]. This shock may be caused by a switch to a non-native language of instruction (i.e., English) and to a student-oriented approach to learning [19–22].…”

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: Discussionmentioning

confidence: 83%

Section: Discussionmentioning

confidence: 84%

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Crossborder curriculum partnerships: medical students’ experiences on critical aspects

et al. 2018

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“…In this sense they have culture shock without actually going anywhere. Pyvis and Chapman (2005) noted how home students can feel culture shock in their home country but at an institution that accepted many overseas students.…”

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confidence: 99%

Culture Shock: Literature Review, Personal Statement and Relevance for the South Pacific

Furnham

2010

Journal of Pacific Rim Psychology

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This article considers the popular concept of culture shock from three perspectives. The first is from the academic perspective, considering how researchers from different disciplines (anthropology, education, psychiatry, psychology, sociology) attempted to operationalise the concept and understand the process behind it. It represents 50 years of research using different methodologies and trying to answer different questions about the experience of travel for many reasons. This section of the article also considers issues concerned with the ‘overseas’ student; of which there are ever more travelling abroad to study. They can have serious culture shock difficulties. This is followed by a short section on migration in the South Pacific and the consequences for large and small countries, particularly that of sojourning, migration and refugees. The final section is a personal statement and reflection on culture shock and how I came to write two books and around a dozen papers on the topic.

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“…Such cultural immersion without an adequate amount of pre-departure preparation resulted in the development of psychological problems for nurses, such as anxiety, insecurity, frustration, and the inability to adjust to a new workplace. These psychological issues related to cultural shock are also frequently reported in the literature (Brown & Holloway, 2008;Lin, 2006;McLeod, 2008;Pyvis & Chapman, 2005). Inadequate cultural preparation also left the nurses in Almutairi's study vulnerable with a confusion and uncertainty that possibly increased their stress regarding the acceptable and unacceptable cultural and ethical practices that were expected of them in their new context.…”

Section: Drawing On Almutairi's Researchmentioning

confidence: 82%

Fostering a supportive moral climate for health care providers: Toward cultural safety and equity

Almutairi

2015

NursingPlus Open

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a b s t r a c tIn Western forms of health care delivery around the globe, research tells us that nurses experience excessive workloads as they face increasingly complex needs in the populations they serve, professional conflicts, and alienation from leadership in health care bureaucracies. These problems are practical and ethical as well as cultural. Cultural conflicts can arise when health care providers and the populations they serve come from diverse economic, ethnic, and cultural backgrounds. The purpose in this paper is to draw from Almutairi's research with health care teams in Saudi Arabia to show the complexity of culturally and morally laden interactions between health care providers and patients and their families. Then, I will argue for interventions that promote social justice and cultural safety for nurses, other health care providers, and the individuals, families, and communities they serve. This will include addressing international implications for nursing practice, leadership, policy and research.

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Culture shock and the international student ‘offshore’

Cited by 61 publications

References 8 publications

Crossborder curriculum partnerships: medical students’ experiences on critical aspects

Crossborder curriculum partnerships: medical students’ experiences on critical aspects

Culture Shock: Literature Review, Personal Statement and Relevance for the South Pacific

Fostering a supportive moral climate for health care providers: Toward cultural safety and equity

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