Abstract Title
Including international students in a UK undergraduate medical programme

Authors

1Zainab Hussain
2Jayne Garner
3Rob Skaife

Theme

3II International

INSTITUTION

University of Liverpool - Directorate of Medical Imaging and Radiotherapy
University of Liverpool - Health Services Research
University of Liverpool- School of Medicine

Background

Anecdotal evidence from staff at the University of Liverpool suggested that international students on the MCBhB course struggled with elements of self directed and problem based learning.

Teekens (2003)and Summers (2008) have argued that little attention has been given to the skills required by teachers to manage student groups that are culturally diverse.

The views of staff and international students at the University of Liverpool were sought to establish what barriers preventing international students from participating fully in PBL and how their learning experience could be enhanced.

Permission for the study was obtained from the University Ethics Committee. Informed consent was obtained from all participating students.

Summary of Work

Tutor survey

102 tutors responded to an anonymous online survey. Of these, most were PBL tutors (40%), almost a quarter were personal tutors (24%) and a third were both (36%).

Student focus groups

The School currently has approximately 1300 students and international students make up approximately 11% of these. All international students were invited via email to participate in focus groups and 17 students agreed to attend. Each focus group was facilitated by two members of staff who had received the same training with regard to qualitative research methods and focus group facilitation. Students were assured all information would be reported anonymously. The discussions followed an open ended approach with prompting questions to ensure that questions were consistent across the groups. The focus group approach allowed students to discuss and respond to ideas raised by other group members and served to clarify responses allowing for identification of common student issues and themes.

Summary of Results

From the online tutor survey:

  • 67% recognised international students required different support than UK students
  • 19% felt cultural awareness was delivered within curriculum
  • 76% agreed cultural awareness should be an important element of the curriculum.
  • 89% were not aware of how to sign post international students to the university support systems.

From the focus groups students identified:

  • problems regarding induction to the  UK NHS and social care systems
  • the need to internationalise the curricula
  • mentoring systems that addressed their requirements
  • stereotypical portrayals of ethnic groups within PBL scenarios

 

 

Conclusion

Although students identified problems with regard to participation and language barriers they also recognised the importance of PBL with regard to opportunities to develop these skills. Internationalising the curricula to encourage participation from international students and to fulfil the university’s globalisation strategy was also highlighted. Tutors and students believed cultural awareness and diversity should be an important aspect of the curricula and tutors required support with respect to this. Students also mentioned that they felt they were disadvantaged with regard to understanding the structure of the NHS and social care system and ethical and other professional aspects. As a result of the issues raised a number of interventions are currently being explored and implemented in the medical programme.

 Both students and tutors at Liverpool mentioned how a mentoring scheme could support students. Whilst there is a mentoring scheme in place it does not specifically address the needs of international students. One student suggested it would be beneficial for international students to have a PBL buddy, as it might be helpful to have someone within the group that has exactly the same learning objectives to speak with. The Medical programme  are consulting with  Black , Asian  and Minority, Ethnic , Disability and Lesbian Gay and Transgender staff networks with regard to the design and content of the curricula.  All students will also receive an introduction in Year 1 to cultural awareness, Equality and Diversity and the University Dignity at Work and Study policies.

 

Take-home Messages

Enhancing the experience of international students requires a commitment to internationalisation diversity and equity which will benefit all students.

References

Summers M and Volet S (2008) Students’ attitudes towards culturally mixed groups on international campuses: impact of participation in diverse and non-diverse groups. Studies in Higher Education, 33(4), 357-370.

Teekens H (2003) The requirement to develop specific skills for teaching in an intercultural setting. Journal of Studies in International Education, 7(1), 108.

Acknowledgement

The authors thank all staff and students who particiapted in this study

Background
Summary of Work
Summary of Results
Conclusion
Take-home Messages
References
Acknowledgement
Send ePoster Link