Abstract
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.
Highlights
Internationalisation of Higher EducationDriven by the influences of globalisation, higher education institutions (HEIs) are striving to become more international [1,2,3,4]
Newcastle University Medicine Malaysia (NUMed) offers an undergraduate degree in medicine (MBBS), awarded by Newcastle University. This dual accredited 5-year degree is the first full overseas medical degree programme approved by the United Kingdom (UK) regulators, the General Medical Council (GMC) and accredited by the Malaysian Medical Council (MMC) [14]
As a more hierarchical and collectivist society, it is not uncommon for lecturers to be held in very high regard in Malaysia, and students were extremely respectful towards the lecturers and highly motivated in their learning
Summary
Driven by the influences of globalisation, higher education institutions (HEIs) are striving to become more international [1,2,3,4]. Additional insights for this paper were drawn from the literature, colleague observations and expertise, discussions with Newcastle and NUMed students who have experienced cross-campus placements, including a year 2 student exchange programme, and our experiences participating in, establishing, and running transnational placements. We outline some broad generalisations of diversity in approach to learning of the Newcastle and NUMed students and provide examples of challenges translating Newcastle University’s MBBS curriculum into the Malaysian context. In East and South East Asia, there are several countries described as having a Confucian Heritage Culture (CHC) in which individuals share social behaviours including learning approaches, based on Confucian values [21]. The student population at NUMed is diverse, reflecting the major ethnic groups within Malaysia (Malay, Chinese, Indian, and East Malaysians) together with international students from 29 other countries across Asia, Australasia, North America, and Africa
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