Key Studies in Medical Education from 2017: A Narrative Review

Ryan, Michael S.; Darden, Alix G.; Paik, Steve; D’Alessandro, Donna M.; Mogilner, Leora; Turner, Teri L.; Fromme, H. Barrett

doi:10.1016/j.acap.2018.12.007

Cited by 6 publications

(1 citation statement)

References 19 publications

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“…The MS-GCAS emphasizes four dimensions of global competence as a comprehensive capacity involving skills, knowledge, attitudes, and values (Figure 1). These dimensions and items that need to be addressed according to this work are supported by previous studies (12,(17)(18)(19). Nevertheless, this work can be distinguished from previous work because it included diverse cities in a multi-center survey and highlighted global competence as involving more than just cultural ability; it also focused on the context of medical education and included a pilot test of the questionnaire among medical students in China.…”

Section: Discussionsupporting

confidence: 56%

Global Competence of Medical Students: An Assessment Scale and Preliminary Investigation in China

Shi¹,

Du²,

Feng³

et al. 2019

Preprint

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Background: The importance of global competence has been acknowledged in medical care as well as medical education. However, the existing definition of global competence and the survey tools used to assess global competence are not fully applicable to medical students. This study developed and validated a questionnaire assessing the global competence of medical students and preliminarily explored the underlying factors influencing the global competence of Chinese medical students in eight-year programs. Methods: A questionnaire (Global Competence Assessment Scale for Medical Students, MS-GCAS) was developed following a systematic process, and a cross-sectional multicenter survey was conducted among 10 medical schools in China. A total of 1062 completed questionnaires were analyzed. Results: The analysis revealed a four-factor scale consistent with the proposed structure according to the definition of global competence. The validity estimates of the four subscales were mostly satisfactory. School education, duration of overseas exchange programs and willingness to work abroad were found to have significant correlations with global competence. Conclusions: The MS-GCAS is valid and reliable for the assessment of the global competence of medical students in China. Medical schools should take further steps to promote medical students’ global competence.

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Section: Discussionsupporting

confidence: 56%