International medical education research: highlights, hitches and handy hints

Rees, Charlotte E.; Monrouxe, Lynn V.

doi:10.1111/j.1365-2923.2012.04216.x

Cited by 3 publications

(3 citation statements)

References 21 publications

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“…Although the large sample size in this study enhances the transferability of its findings, 66 it also leads to some analytical challenges. Because we collected 680 narratives that collectively amounted to over 100 000 words, it was pragmatic for us to adopt different methods of data analysis to explore the breadth and depth (and therefore the whats and hows ) of students’ most memorable professionalism dilemmas.…”

Section: Discussionmentioning

confidence: 99%

Narrative, emotion and action: analysing ‘most memorable’ professionalism dilemmas

2012

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Section: Discussionmentioning

confidence: 99%

Narrative, emotion and action: analysing ‘most memorable’ professionalism dilemmas

2012

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“…Be aware that international collaboration can lead to power imbalances among team members, particularly for researchers in resourcepoor or academically peripheral countries. 5,9 Attend to researchers whose first language is not the dominant language of the team. Awareness of interpersonal communication skills (from body language to tone, such as when voicing dissent), appreciation of traditional hierarchies, willingness to admit lack of knowledge or understanding, and appreciation for constructive feedback are competencies necessary for successful international collaboration.…”

Section: Understand and Address Ethics Board Requirementsmentioning

confidence: 99%

“…Collaborators should have a contextual, cultural, and historical understanding of their country's education system. Be pragmatic: consider time availability and language and begin by collaborating with countries that are geographically close or share historical, political, or cultural relations 5. Sharing educational experiences can then become a nidus for international collaboration with diverse perspectives, which enhance creativity, innovation, and group performance.…”

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confidence: 99%

Successful International Medical Education Research Collaboration

Stadler

Archuleta

Cofrancesco

et al. 2019

Journal of Graduate Medical Education

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Promoting active learning in medical education using the peer teaching model: perceptions of senior medical students

2021

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This study aimed at describing how well the goals of a peer teaching initiative implemented over a two-year period were achieved at a South African medical school from the students' perspective. We conducted a mixed method study to elicit the perspectives of 5th year medical students who had recently completed a course that involved peer teaching during the 2016 academic year. Participants were purposefully sampled, and data were collected through focus group discussion (FGD) for the qualitative phase, and semi-structured questionnaires for the quantitative phase of the study. The FGDs were audiotaped, transcribed, and analyzed thematically, using an inductive approach to identify the emerging themes. The quantitative data obtained from the semi-structured questionnaires were analyzed using descriptive analysis, and the results presented in percentages and frequencies. A total of twenty-seven respondents took part in three FGDs, each group comprised nine participants. The number of completed semi-structured questionnaires were sixty-six. Three major themes emerged from the results namely, being a peer teacher, being a peer learner, and students' recommendations. The results showed that the implementation of peer teaching exercise motivated active learning among the students who 'taught' their peers, firstly, through their preparation for the peer teaching activity and secondly through the actual teaching itself. However, this kind of motivation was not reported by the participants who were not opportune to 'teach' during the exercise. The implementation of peer teaching model is effective in promoting active learning among medical students. Further research is needed to refine the strategies adopted and to identify alternative activities other than "teaching" during peer teaching exercise.

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International medical education research: highlights, hitches and handy hints

Cited by 3 publications

References 21 publications

Narrative, emotion and action: analysing ‘most memorable’ professionalism dilemmas

Narrative, emotion and action: analysing ‘most memorable’ professionalism dilemmas

Successful International Medical Education Research Collaboration

Promoting active learning in medical education using the peer teaching model: perceptions of senior medical students

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