Time to CHAT about globalisation

Teodorczuk, Andrew; Morris, Clare

doi:10.1111/medu.13776

Cited by 6 publications

(7 citation statements)

References 7 publications

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“…As globalization grows, more pharmacy schools will recruit and admit international students. 27 Currently, more than 30% of our students are international students. From this study, we learned our international students are succeeding academically.…”

Section: Discussionmentioning

confidence: 99%

Predictors of Pharmacy Student Performance on Written and Clinical Examinations in a Flipped Classroom Curriculum

Lyons

Brock

Malone

et al. 2020

American Journal of Pharmaceutical Education

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To inform this, the authors examined the effects of student demographics, baseline factors (language assessment and situational judgement test scores), prior performance (high school admission rank), course engagement, and student time management of pre-class online activities on student performance in course examinations and objective structured clinical examination (OSCE) problem solving and communication scales. Methods. Study participants were one cohort of pharmacy students enrolled in a five-year combined Bachelors and Masters of Pharmacy degree program at Monash University Faculty of Pharmacy and Pharmaceutical Sciences. Data were collected from course, learning management system, and institutional databases. Data were analyzed for univariate, bivariate, and multivariate associations (four linear regression models) between explanatory factors and outcome variables. Results. The dataset included three years of data on 159 pharmacy students from one institution. Statistically significant positive predictors of OSCE communication performance included domestic (ie, Australian) student designation, higher baseline written English proficiency, and pre-class online activity completion. Positive predictors of OSCE problem solving included workshop attendance and low empathy as measured by a baseline situational judgment test (SJT). Positive predictors of year two end-of-course examinations included the Australian Tertiary Academic Rank, completing pre-class online activities prior to lectures, high integrity as measured by a SJT, and the pre-class online activity completion. Conclusion. Several explanatory factors predicted student examination and OSCE performance in the regression models. Future research should continue to study additional contexts, explanatory factors, and outcome variables.

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Section: Discussionmentioning

confidence: 99%

Predictors of Pharmacy Student Performance on Written and Clinical Examinations in a Flipped Classroom Curriculum

Lyons

Brock

Malone

et al. 2020

American Journal of Pharmaceutical Education

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“…This can be even more complicated when designing for and teaching across different countries. In fact, despite globalisation of medical education [10][11][12], most interprofessional investigation has occurred in the context of a single country, most likely a developed country [7]. This paper presents insights from the first study of its type to implement a co-developed IPE activity based in a developed country, Australia, and a developing country, Malaysia. This research specifically examines a large-scale instructional activity for second-year medical students and second-year pharmacy students collaborating on a multi-phase asthma-related case at the Australian and Malaysian campuses of Monash University.…”

Section: Introductionmentioning

confidence: 99%

“…This can be even more complicated when designing for and teaching across different countries. In fact, despite globalisation of medical education [ 10 – 12 ], most interprofessional investigation has occurred in the context of a single country, most likely a developed country [ 7 ]. This paper presents insights from the first study of its type to implement a co-developed IPE activity based in a developed country, Australia, and a developing country, Malaysia.…”

Section: Introductionmentioning

confidence: 99%

Implementing a collaborative medicine and pharmacy educational activity in two countries

Brock

Kadirvelu

et al. 2020

Medical Education Online

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Background: To promote better collaboration for patient care, interprofessional education (IPE) is required in many health professions courses. However, successful IPE implementation at scale can be challenging because of complicated logistics and competing priorities. Implementing across multiple geographies adds further complexity. Objective: This paper describes the implementation of a full cohort IPE activity for medical and pharmacy students delivered at both the Australian and Malaysian campuses of Monash University. Design: We designed a 150-minute, blended learning activity centred around asthma care for second-year medical and pharmacy students. Student perceptions were measured with a pre-and post-activity survey using the validated ten-item, three-factor, SPICE-R2 instrument. Analysis focused on differences between professions and countries. Results: All second-year medicine (N = 301 in Australia and N = 107 in Malaysia) and pharmacy students (N = 168 in Australia and N = 117 in Malaysia) participated in the learning activity. A total of 326/693 (47%) students participated in the associated research by completing both the pre-and post-activity surveys. The pre-activity survey showed significant differences in four items between medicine and pharmacy students in Australia and two items in Malaysia. Post-activity, we observed significant changes in 8/10 items when the two professions were combined. Specifically, we noted changes across the countries in perceptions of roles and responsibilities for collaborative practice and patient outcomes from collaborative practice. Conclusions: IPE across different professions and countries is feasible. Positive outcomes in role understanding and perceived patient outcomes are achievable through a contextsensitive, locally driven approach to implementation. Longitudinal experiences may be required to influence perceptions of teamwork and team-based care.

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“…A key challenge for health science educators is how to prepare students for their roles in a globalised workplace [ 104 ]. In this article, we outline diversity in approaches to learning between students in the UK and Malaysia and discuss the influences of different pre-university learning experiences, different understandings of learning, and the linguistic challenges of studying in a second language.…”

Section: Discussionmentioning

confidence: 99%

Insights into Delivering Cross-Cultural Medical Education in the UK and Malaysia

et al. 2021

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Newcastle University UK operates an international campus, NUMed, in Malaysia. NUMed delivers the same medical degree programme as in the UK, within a different cultural context. In this paper, medical education faculty and NUMed graduates with experience working in both the UK and Malaysia provide insights into cross-cultural diversity in approaches to learning. Observations from small and large group teaching and approaches to assessment are discussed in relation to students’ cultural backgrounds including previous learning experiences and English language abilities. We provide practice points for educators preparing a diverse range of students to work in global healthcare settings.

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Time to CHAT about globalisation

Abstract: Teodorczuk and Morris explore how novel research approaches, such as Cultural Historical Activity Theory, might shed light on how tensions can be negotiated as medical education continues to globalize.

Cited by 6 publications

References 7 publications

Predictors of Pharmacy Student Performance on Written and Clinical Examinations in a Flipped Classroom Curriculum

Predictors of Pharmacy Student Performance on Written and Clinical Examinations in a Flipped Classroom Curriculum

Implementing a collaborative medicine and pharmacy educational activity in two countries

Insights into Delivering Cross-Cultural Medical Education in the UK and Malaysia

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