Transforming medical education in Kazakhstan: Successful case of internationalization from Karaganda State Medical University

Риклефс, В. П.; Abakassova, Gulmira; Bukeyeva, A; Kaliyeva, Sholpan; Serik, Bakhtiyar; Muratova, Alma; Досмагамбетова, Р. С.

doi:10.1080/0142159x.2018.1441989

Cited by 9 publications

(20 citation statements)

References 9 publications

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“…The development of individual study plans for each individual student was not envisaged. The notions of "elective disciplines, " "tutor, " "advisor, " "registrar's office" were absent in the traditional educational system, as well as the opportunity to choose disciplines, teachers and individual educational trajectory (4,(32)(33)(34).…”

Section: Discussionmentioning

confidence: 99%

“…Indeed, it was not until 2006 when the Ministry of Healthcare launched the reform of medical education and developed the new curriculum for all medical schools. For the very first time it introduced such new elements as integrated systems-based learning, early clinical contact, structured teaching of communication skills and promoted the development of student-centered methods of instruction (33). Hence, new State Compulsory Education Standards (the SCES) were introduced for medical specialties in higher education institutions (HEIs), but students of General Medicine and Dentistry specialties were trained according to the linear (traditional) system (35).…”

Section: Discussionmentioning

confidence: 99%

“…All in all, while Kazakhstani healthcare system suffers from the imbalance and low-skilled personnel it seems that one of the most important need in reference to RDs is that the standards of medical education require a revision both at the undergraduate and postgraduate level (33,34). However, similar problems were found in other countries in the region.…”

Section: Discussionmentioning

confidence: 99%

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The Awareness of Rare Diseases Among Medical Students and Practicing Physicians in the Republic of Kazakhstan. An Exploratory Study

Walkowiak

Bokayeva

Miraleyeva

et al. 2022

Front. Public Health

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Although national plans or strategies for rare diseases (RDs) have been implemented in many jurisdictions research show that one of the main barriers RD patients face during medical encounter is medical professionals' low level of knowledge and experience on the diagnosis, treatment and rehabilitation of RD patients. Consequently, there is a need to increase the standards of medical education in the field of RDs and to revise the undergraduate and postgraduate training programs. However, while studies on medical education in the field of RDs has been conducted in various countries across the both Americas, Asia or the European Union, still little is known about the awareness of RDs among healthcare professionals in the Republic of Kazakhstan. Thus, we conducted a survey among 207 medical students and 101 medical doctors from the West Kazakhstan Marat Ospanov Medical University, Aktobe, Kazakhstan. The study was conducted between March and May 2021. The questionnaire assessed their knowledge about the number, examples, etiology and estimated frequency of RDs. It also evaluated respondents self-assessment of competence in RDs. Although the majority of respondents agreed that RDs constitute a serious public health issue both medical students and medical doctors showed insufficient knowledge on the etiology, epidemiology and prevalence of RDs, and many had problems with separating RDs from more common disorders. Moreover, they also lacked knowledge about and the central register of RD patients and reimbursement of orphan drugs in Kazakhstan. Finally, while almost half respondents declared having had classes about RDs during their studies most perceived their knowledge about RDs as insufficient or poor and felt unprepared for caring for RD patients. Additionally, although majority of respondents in both groups believed that all physicians, regardless of their specialization, should possess knowledge on RDs many respondents did not look for such information at all.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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The Awareness of Rare Diseases Among Medical Students and Practicing Physicians in the Republic of Kazakhstan. An Exploratory Study

Walkowiak

Bokayeva

Miraleyeva

et al. 2022

Front. Public Health

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“…Although language and workforce employability were important motivations for IoME in the LMIC, this study suggests that motivations for the Global South are underreported and not well understood in the literature [ 32 , 59 ]. Furthermore, motivations rooted in the market model, and related to increasing English fluency and enhancing workforce employability in large part through medical curricula heavily influenced by the West [ 60 ], diverted attention from priorities that may be more important. The focus of the market model [ 60 ] limited what IoME can provide to both the Global South and North (i.e., diversification, and being inclusive of practices from around the world).…”

Section: Internationalization “At Home”mentioning

confidence: 99%

“…Furthermore, motivations rooted in the market model, and related to increasing English fluency and enhancing workforce employability in large part through medical curricula heavily influenced by the West [ 60 ], diverted attention from priorities that may be more important. The focus of the market model [ 60 ] limited what IoME can provide to both the Global South and North (i.e., diversification, and being inclusive of practices from around the world).…”

Section: Internationalization “At Home”mentioning

confidence: 99%

Internationalization of Medical Education — Motivations and Formats of Current Practices

Choi

Diderich

et al. 2022

Med.Sci.Educ.

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Purpose The COVID-19 pandemic has demonstrated the importance for medical professionals to engage in work transcending national borders and to deeply understand perspectives of health in other countries. Internationalization of medical education can play a key role to that end, by preparing culturally competent and globally conscious medical healthcare professionals. The aim of this scoping review is to identify current practices and formats in internationalization in medical education, which to date has received sparse academic attention. The need for this review is heightened amid COVID-19 where a clearer understanding of current internationalization efforts can inform more effective practice. We also explore if the motivations driving internationalization activities in medicine align with current practice and formats based on a framework of thematic categories found in the field of international higher education. In addition, we identify gaps in existing research. Methods Using a scoping review, an international and interdisciplinary research team employed a comprehensive search strategy to identify publications on existing efforts in IoME, published from January 1, 2000, to December 31, 2020, in Scopus, PubMed/Medline, Google Scholar, and Web of Science. Inclusion/exclusion criteria were applied to identify relevant data from publication titles, abstracts, and main texts, which were subsequently summarized. Coding schemes were developed based on models for comprehensive internationalization in higher education. Results 350 articles met the inclusion criteria. Most articles originated from the high-income countries of the Global North and accounted for a literature base favoring perspectives and understandings that were typically representative of this region. Whereas motivations for internationalizing medical curricula in high-income countries were generally rooted in a model of social transformation/justice/health equity, drivers relating to competition and workforce preparation were common in the low- and middle-income countries. Importantly, the motivations driving internationalization activities generally did not align well with reported internationalization formats, which included student mobility, international curricula at home, and global partnerships. There was a disconnect between what medical curricula/professionals hope to accomplish and the reality of practice on the ground. Discussion and Conclusion There is a need for a common definition of internationalization of medical education and a more balanced and unbiased literature base, capturing the full spectrum of internationalization activities existing in both the Global North and South. International partnership frameworks need to equally benefit institutions of both the Global North and Global South. Currently, institutions in the low- and middle-income countries generally cater to the needs and interests of their ...

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Curriculum development: A dynamic change inside the chrysalis

Gibbs¹

2018

Medical Teacher

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Transforming medical education in Kazakhstan: Successful case of internationalization from Karaganda State Medical University

Abstract: Kazakhstan hopes to become the leader in medical education in Central Asia and suggests other Universities in the area to adopt its approach to internationalization of medical education.

Cited by 9 publications

References 9 publications

The Awareness of Rare Diseases Among Medical Students and Practicing Physicians in the Republic of Kazakhstan. An Exploratory Study

The Awareness of Rare Diseases Among Medical Students and Practicing Physicians in the Republic of Kazakhstan. An Exploratory Study

Internationalization of Medical Education — Motivations and Formats of Current Practices

Curriculum development: A dynamic change inside the chrysalis

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