Rewarding journeys: exploring medical students’ learning experiences in international electives

Abstract

International electives are recognized as a high-impact practice in clinical education. However, medical students’ actual learning experiences during electives have not been explored fully. Specifically, drawing on language management theory, this exploratory case study investigates students’ perceived learning outcomes and the managing processes by which they gained benefits from cross-cultural learning experiences in international electives. Written reflective reports in a series of e-portfolios were collected from 43 Japanese medical students who participated in a four-week international elective. Moreover, to further explore their emotions and the reasons behind adopting a particular adjustment behaviour, follow-up interviews with 12 students were undertaken soon after they returned home. Using reflexive thematic analysis, the qualitative data were analysed. Their perceived learning outcomes were categorized into seven themes: medical knowledge and skills, communication, career management and development, international healthcare, society and culture, medical education, and personal development. During the programme, they experienced linguistic, sociolinguistic, and sociocultural difficulties, and attempted to overcome them by employing various adjustment strategies, such as meaning-focused coping, social relationship building, management of learning opportunities, communication management, and developing approaches to learning. Managing problems in academic contact situations is not a linear process; it is iterative and cyclical. Since the combination of several strategies was needed depending on the situation, the management process is a context-dependent and complex phenomenon. The findings in this study provide new insights into student participation in short-term international elective programmes in order to develop academic and social support strategies for educators at both home and host institutions.

Student characteristics associated with interpersonal skills in medical consultations

“…International clinical placement as part of the ERASMUS exchange program was associated with higher 4-HCS overall scores in our study. Previous studies have suggested that international clinical placement would provide students with the opportunity to develop communication skills [ 41 ]. Yet, the potential for self-selection bias cannot be excluded, reflecting the fact that students with a higher level of communication skills at baseline were selected for international clinical placement and subsequently yielded better communication performance during medical consultations with standardized patients.…”

Communication Management Processes of Dentists Providing Healthcare for Migrants with Limited Japanese Proficiency

“…Mota et al argued that the international experience of health professionals is one of the factors associated with accepting migrants [ 36 ]. Although encouraging dentists and dental students in Japan to gain international experience is unrealistic, cultivating a global mindset and cultural competency in undergraduate and clinical education is key to overcoming the challenges of providing treatment and care for migrants [ 37 , 38 ].…”

Clinical electives in China: trends, experiences, barriers

“…Several authors argued that IMEs foster important medical competences, including professional identity formation, interest in humanitarian efforts and volunteerism, and value-based communication as well as personal growth [ 21 – 23 ]. This may particularly the case with regard to structured electives, which are arranged through reciprocal faculty partnerships or philanthropic sponsorships, and which are characterized by continuous student supervision during the entire elective [ 24 , 25 ].…”