Graduate Entry Research Articles

The impact of the current medico-legal and regulatory culture in Ireland on the decision of graduate entry medical school students to pursue a career in obstetrics and gynecology

ObjectivesMedico-legal and regulatory culture has a significant impact on medical practitioners, including the decision of graduates to enter high-risk specialties. This study explores the impact of the current medico-legal and regulatory culture in Ireland on the decision of graduate entry medical students to enter one high risk specialty, obstetrics and gynecology. Study DesignWe conducted a survey of 146 final-year, graduate-entry medical students pre- and post- a 6-week rotation in obstetrics and gynecology in Ireland. Participants were asked to rate the influence (on a four-point scale) of factors such as fear of being sued, being reported to the regulatory body or criminal prosecution on their decision to pursue a career in obstetrics or gynaecology. Data were matched pre- and post-rotation and McNemar-Bowker’s test was used to test for differences in related data. All analysis was conducted using SPSS for Windows version 25. ResultsThe responses of 72 students to both questionnaires could be matched (response rate 49.3%). The majority of participants pre-rotation reported that fear of being sued (74%), fear of being reported to the regulatory body (70%) and fear of criminal prosecution (55%) were factors influencing their decision (somewhat or to a great extent) to pursue a career in obstetrics. There were no significant changes post-rotation. Compared to obstetrics, lower proportions of participants pre-rotation considered fear of being sued (54%), fear of being reported to the regulatory body (50%) and fear of criminal prosecution (40%) as factors influencing their decision to pursue a career in gynecology. There were no significant changes post-rotation. ConclusionsMedico-legal and regulatory culture is shaping the perceptions of graduate entry medical students of obstetrics and gynecology and influencing their decision to pursue a career in the speciality. Understanding the impact of medico-legal culture on career choices including a high-risk specialty such as obstetrics and gynecology is important from both a policy and reform context, and if the healthcare service is to recruit and retain adequate numbers to ensure the safe provision of healthcare.

Protocol to develop a specialised curriculum in primary care cancer research in an Irish medical school

Background The increasing necessity for specialised training in primary care cancer research stems from GPs' pivotal role in cancer detection and holistic care coupled with the unique primary care context. This has led to the development of the PRiCAN Scholars Network, an initiative to enhance the research capabilities of Graduate Entry Medicine (GEM) students in RCSI University of Medicine and Health Sciences, Dublin, Ireland. This protocol outlines a proposal for the systematic development, implementation, and evaluation of a curriculum aimed at improving the primary care cancer research skills of this cohort. Methods The curriculum development process will be guided by Kern’s six-step approach. Initial stages involve comprehensive needs assessments via surveys and focus groups to identify educational needs. Subsequently, targeted learning objectives and aligned educational strategies will be defined to maximise learning opportunities and impact. The curriculum’s impact will be evaluated in a pilot phase with selected students and faculty, utilising both qualitative and quantitative feedback to drive continuous improvements. Conclusion This protocol describes a detailed method for establishing a primary care cancer research curriculum within the PRiCAN Scholars Network. Designed with a focus on sustainability and adaptability, the curriculum will be structured to develop and support a generation of medical professionals' literate in primary care research, contributing to the advancement of medical education and cancer research.

The impact of resilience on academic performance with a focus on mature learners

BackgroundResilience is an essential psychological trait that empowers individuals to adapt and thrive in the face of challenges. Although it is acknowledged that health professionals need to possess high levels of resilience, there has been limited research comparing how different groups of health students, particularly school leaver undergraduates and mature age graduate entry students, develop resilience in their coursework.MethodsThis study combines both objective (academic grades with validated survey results) and subjective data (interviews) to compare how resilience is related to academic coursework performance for two groups of pharmacy students: the mature age graduate entry (GE, N = 64) learners and school leaver undergraduate (UG, N = 208) learners. We employed a sequential explanatory mixed methods design using surveys, academic performance data and semi-structured interviews. The survey tapped constructs related to resilience (burnout, stressors and coping methods) while the interviews elicited a more nuanced understanding of individual and environmental factors.ResultsAlthough there was no statistical difference in burnout experience between the two groups, GE students exhibited more positive resilience attitudes than UG when selecting resilience statements on the survey. Both cohorts indicated in the survey that engaging in distraction activities (physical exercise, sleeping, listening to music, anything other than the stressor) was their most preferred method of relieving stress. Within UG student survey responses, those who indicated support from partners, friends and family had better academic performance, while those who did not report coping methods did worse academically. The three key environmental factors we identified that contributed to both undergraduate and graduate entry resilience were workload, feedback provision and psychosocial support.ConclusionsCurrently, there is still a need for resilience programs geared at academic success to be implemented in higher education. This study provides objective evidence of academic success coupled with exploration into the nuances of resilience amongst different student groups. It not only highlights the differing resilience development strategies and burnout coping mechanisms in emerging health professionals, but showcases the juxtaposition of two different learner groups (UG and GE students) within a discipline. The cross-cohort facilitation of learning as in the discipline-specific strategies identified can help both groups develop resilience and inform future innovations. By comparing mature-age graduate students and younger-in-age undergraduate students, we identified a wider range of strategies and more positive attitudes to burnout in mature-age students. Health and clinical educators in university health degrees, clinical placements and clinical workplaces can develop effective training materials based on findings from this study to 1) assist undergraduate younger-age health students with developing resilience and 2) further refine mature-age health students’ and practicing health professionals’ resilience in today’s fast-paced clinical workplaces.

Students' perspectives from co-designed, lived experience eating disorders education: A qualitative inquiry

BackgroundThere is an intricate connection between eating disorders and trauma. Despite this, traditional eating disorders education for health professions has not taken a trauma-informed approach. AimWe aimed to explore the reflections of graduate entry dietetic and undergraduate nursing students who participated in a trauma-informed, co-designed education innovation that focussed on an individual's storied lived experience. MethodsWe applied an interpretive lens in this qualitative inquiry-based study. Graduate entry dietetic and undergraduate nursing students participated in this study. The lived experience, co-designed workshops (n = 35) were embedded in the curricula with an optional follow-up discussion with the lived experience and academic educators. Students were asked to write their key reflections on a sticky note at the end of the workshop. Thematic analysis of the student reflections was completed by the research team including the lived experience educator and academics. ResultsA total of 442 sticky notes were collected; 145 from the dietetic and 297 from the nursing students. Analysis of the dietetic and nursing students' reflections generated six themes: 1) Do no harm, 2) Seeing beyond the diagnosis, 3) Language matters, 4) Humanise the relationship, 5) Recovery in the context of healing, and 6) Significance of hope. There was consistency across the reflections for the two different disciplines. ConclusionsCo-designed lived experience eating disorders education that honours the living experiences and complexities of eating disorders can deepen health profession students' understandings of how they can work with, rather than against, people living with and recovering from eating disorders through a trauma-informed approach.

Palliative care in a Graduate Entry Medical Curriculum: exploring students' attitudes on the importance of receiving teaching in palliative care.

As people live longer with life-limiting illnesses, there is greater need for skills and knowledge in palliative care (PC). Medical students should acquire the knowledge, attitudes, and confidence during training for future decision-making. However, most graduates across Europe feel unprepared to provide PC. To develop PC training for medical students, we must gain perspective on their understanding of PC and their learning needs. The aim was to investigate graduate entry medical students' views on the importance of education in PC and how well PC topics were covered within their curriculum. The objective was to highlight areas that could be reviewed for future PC curricula. In this prospective quantitative study, penultimate and final-year students were recruited from a graduate entry medical school. Ethical approval was granted. Students completed an online questionnaire. From 281 recruited students, 82 responded. Ninety-five percent of respondents felt everyone should have a PC rotation. The aspects of education perceived to be most important were knowledge of symptom control, communication, ethical issues, self-care, and grief. The only aspect considered well covered within the curriculum was ethical issues. Ninety-six percent of penultimate and 75% of final years wanted more teaching in PC. Graduate entry medical students view PC as a vital subject within their medical school training. The study highlights challenges in providing education and sufficient placement in PC to correlate with the respondents' perceived needs. The findings contribute to the growing literature surrounding the importance of PC education within the medical school curriculum.

Using unfolding case studies to develop critical thinking for Graduate Entry Nursing students: an educational design research study

BackgroundGraduate Entry Nursing (GEN) programmes have been introduced as another entry point to nurse registration. In the development of a new GEN programme, a problem-based approach to learning was used to develop critical thinking and clinical reasoning skills of motivated and academically capable students.ObjectiveTo explore and evaluate the design and delivery of course material delivered to GEN students embedded in authentic learning pedagogy from the perspectives of both GEN students and academic staff using an unfolding case study approach.MethodsAn educational design research approach was used to explore the learning experiences of GEN students using an unfolding case study approach situated in experiential pedagogy and the teaching experiences of the academics who designed it. Data were collected through semi-structured interviews with students once they had finished the course and weekly reflective diary recordings by academic staff throughout implementation. Thematic analysis was used to analyse the data.FindingsStudent reflections highlighted that this cohort had insight into how they learned and were comfortable voicing their needs to academic staff. While the unfolding case studies were not liked by all participants, for some it offered a unique learning opportunity; particularly when scaffolded with podcasts, simulation labs, tutorials and clinical placements. Staff reflections primarily aligned with student experiences.ConclusionThe gaps highlighted in the delivery of the course suggest that a blended pedagogical approach to graduate entry nurse education is required. Specifically, GEN students are aware of the learning needs and are happy to express these to academic staff, thus suggesting that engaging with a co-design curriculum approach will benefit future cohorts.

Managing and learning from the practicum challenges of graduate entry pre-service teachers of students with learning disabilities: A case study

This case study explored the challenges graduate entry preservice teachers (PSTs) face during their practicums in the learning disabilities (LDs) field and their strategies to manage and learn from these challenges. The study investigated perceptions of 10 PSTs in a teaching practicum for the master's program on educating students with LDs at a Saudi university. The derived themes from individual semistructured interviews and weekly reports revealed three challenges related to expectations, evaluations, and the timing and duration of the practicum. The participants faced these issues by reflecting on their practices and communicating their ideas. Recommendations are provided based on the results.

International graduate entry nursing students: A qualitative study on engagement

AimThis study aims to elicit graduate entry nursing students' views on factors that enable and constrain their learning engagement. BackgroundLearning engagement has been associated with student retention/attrition and the achievement of learning confidence and success. While all students are subject to challenges that affect their learning engagement, those experienced by international students who are learning in a foreign and unfamiliar context are of particular concern to academics. An understanding of international graduate entry nursing students’ perspectives on factors that enable and constrain their engagement can inform development of learning and teaching strategies that are more responsive to the needs of this group of students and can support their learning achievement. DesignA qualitative descriptive design conducted in one Australian multi campus university School of Nursing. Participants included first and second-year international students enrolled in a graduate entry Master of Nursing course. MethodsData, including demographic information, was collected via a theoretically informed online survey consisting of a Likert scale and open- ended questions. This study reports participant responses to open ended questions included in the survey. A thematic analysis was used to interpret findings. FindingsAnalysis identified participants’ perspectives on factors that influenced their learning engagement in four theme areas: 1) Availability of study support resources, 2) Opportunities for social interaction, 3) Opportunities to build a sense of belonging, and 4) Constraints on development of a sense of engagement. Opportunities for social engagement emerged as a dominant finding across all themes. ConclusionThis research, which focused on international students’ perspectives on learning engagement, contributed to existing knowledge on student engagement in higher education graduate entry nursing courses. Opportunities for social interaction within and beyond formal course learning experiences were valued by students and identified as key to their learning engagement. These findings have implications for academics and student support services who together, can influence the context of students learning to better meet their engagement needs.

Student-directed learning in a LIC: How do they find it? An exploration into the medical students’ perceptions of the utility of the self-directed component (‘white space’) of the Longitudinal Integrated Clerkship in the ScotGEM curriculum

Background Scottish Graduate Entry Medicine (ScotGEM) is a new four-year graduate entry medical programme. During the third year, students undertake a Longitudinal Integrated Clerkship (LIC) where they are integrated into one General Practice for two and a half days a week. The remaining time is ‘white space’, allowing students to undertake placements and portfolio work; while directing their learning. Aims To explore the students’ perceptions of the utility of the ‘white space’ of the ScotGEM LIC. Secondary aims were to explore the positive aspects of this space, the challenges of utilising this space and to explore any difference in the ‘white space’ between LIC regions. Methods An explorative case study methodology was utilised and semi-structured interviews were conducted with third and fourth-year students. 13 interviews were transcribed for inductive thematic analysis. Findings Four themes were established: the students’ usage of the ‘white space’; the tools they used to guide learning in this space; regional variations in LIC experiences and they offered suggestions to improve the utility of this space. Discussion and conclusion The findings are detailed and integrated with relevant literature to inform recommendations for future LIC practice and suggestions for future research are offered.

Science for All? School Science Education Policy and STEM Skills Shortages

ABSTRACT Whether enough highly qualified STEM workers are being educated and trained in the UK is an important question. The answer has implications not only for educators, employers and policymakers but also for individuals who are currently engaged in, or are considering entering, education or training in this area. Set against a policy backdrop that prioritises students studying more science for longer, this paper considers long-term patterns of participation in STEM education – from school science through to graduate entry into the highly skilled STEM labour market. Using a unique dataset that extends across seven decades and comprises many hundreds of thousands of students, the paper finds that patterns of participation in most STEM subjects have varied little over the period considered; suggesting that efforts to increase the numbers of students studying science in school has had limited impact on the throughput of students who study STEM, including the pure sciences, at university level and, subsequently, on the number of graduates who would be available to undertake highly skilled work in areas for which degree-level skills are a pre-requisite.

Graduate prospects explain undergraduate program standing in university league sports science tables.

UK university undergraduate programs are compared by independent subject-specific rankings (Complete, Guardian, and Times), based on data from the National Student Survey, Higher Education Statistics Agency, Universities and Colleges Admissions Service, Research Excellence Framework, and the universities. The sports and exercise science program at the University of Glasgow has steadily risen to currently rank as the top UK program. This investigation aimed to identify the underlying factors that explain this. Therefore, we obtained underlying scores for entry standard, student satisfaction, research foundation, graduate prospects, staff-to-student ratio, expenditure/student, continuation, program support to students, and teaching quality from the ranking providers for years 2010-2024, and statistically modeled which factors significantly affected the rankings. We found that entry standards and graduate prospects strongly correlated significantly with ranking results. Principal component analysis indicated that a model of graduate prospects and entry standards explained 66.2% of the variance in ranking results. Multiple linear regression with all underlying factors included in the model indicated they explained 78% (R2 = 0.78) of the total variance, while stepwise elimination of insignificant factors identified graduate prospects as the sole factor that significantly affected outcome by explaining 71% (R2 = 0.71) of the variance. Therefore, the primary predictor of ranking success in UK university league tables for sports science is graduates' professional success (graduate prospects).NEW & NOTEWORTHY University rankings are used by applicants and stakeholders to judge programs, including undergraduate studies. In the rankings, undergraduate UK programs are compared and contrasted against each other based on how they score for criteria that affect student life and future prospects. Here, we determined the relative influence of those criteria and found that graduate prospects, how students professionally benefit from their study after graduation, is the factor that matters most for the ranking results.

Comparing cardiorespiratory fitness and physical activity levels between third- and fifth-year medical students in a South African university.

Cardiovascular disease (CVD) risk factors such as sedentary behaviour, decreased physical activity (PA), and low cardiorespiratory fitness lead to an increased and accelerated risk of cardiovascular disease and mortality. Medical students tend to adopt sedentary lifestyles due to a demanding curriculum. This may have a negative effect on CVD risk factors and cardiorespiratory fitness levels of medical students. To compare physical activity and cardiorespiratory fitness levels in a cohort of third- and fifth-year undergraduate medical students in a South African university. Data from 123 third-year and 139 fifth-year medical students in the Graduate Entry Medical Programme (GEMP) at the Faculty of Health Sciences, University of the Witwatersrand, were collected. Measurements included CVD risk factors, height, weight, blood pressure, waist circumference, cardiorespiratory fitness, physical activity vital signs and pre-participation health screening questionnaires. Descriptive statistics were presented as mean ± standard deviation or median [interquartile range] depending whether the data were normally distributed or not. Both groups had low cardiorespiratory fitness when compared to norm values (GEMPI VO2 peak was 29.1 ± 5.9 ml.kg-1.min-1 and GEMPIII VO2 peak was 30.0[11.0] ml.kg-1.min-1). Most participants did not meet WHO physical activity requirements (GEMP I: 72%; GEMP III: 78%). There were significant differences in BMI (p=0.046), diastolic blood pressure (p=0.034) and VO2 peak (p=0.00001) between students meeting and not meeting WHO physical activity requirements (p<0.05). Third- and fifth-year medical students at a South African university fail to meet recommended WHO physical activity levels and are below cardiorespiratory fitness norms. Therefore, medical institutions should promote and implement targeted physical activity interventions to reduce the prevalence of low fitness levels and the associated health hazards among their students.

Graduate entry nursing students’ well-being and transformation in becoming registered nurses: Phase three of a longitudinal case study

BackgroundGraduate entry nursing (GEN) programmes offer an accelerated entry to practice pathway for people with a non-nursing degree. Characteristics and motivations of students enrolling in these programmes differ from those in nursing undergraduate programmes. AimTo explore the experiences of students on completion of a graduate entry Master of Nursing Science degree. MethodsWe report the findings of phase three of a longitudinal study conducted at the completion of a GEN program. Semi-structured interview recordings were transcribed and analysed using reflexive thematic analysis. Reporting of the study followed the Consolidated Criteria for Reporting Qualitative Studies. FindingsWe constructed three themes, sustaining well-being, perceptions and misconceptions, and transformation. Sustaining well-being encompassed students navigating challenges in maintaining work/study/life balance, physical health, and psychological well-being. Perceptions and misconceptions included students developing an awareness of the reality of nursing, programme intensity, and negative perceptions of nursing as a career. Transformation transpired through the students learning and recognising what it takes to succeed and develop their professional identity. DiscussionParticipants balanced supporting well-being with the sacrifices that were required to complete a demanding accelerated programme. Their life and previous study experience supported development of their growing self-identity as nurses. Understanding the experiences of GEN students during the later stages of their entry to practice education provides an opportunity to understand their transition to the profession and inform both programme development and graduate nursing programmes. ConclusionEnsuring GEN students are supported to transition to practice will contribute to addressing the global nursing workforce shortage.

An accelerated dispensing course for grad entry students - Can we teach dispensing skills over a day?

Background and purposeThis study aimed to evaluate an accelerated dispensing course for graduate entry (GE) pharmacy students with prior science-related degrees to join undergraduate (UG) students in year three of the Monash Pharmacy degree. Educational activity and settingA one day accelerated dispensing course using MyDispense software was delivered to 59 GE students. The accelerated dispensing course was identical to the standard three-week dispensing course delivered to UG students. The same assessment of dispensing skills was conducted after course completion for both UG and GE students and included dispensing four prescriptions of varying difficulty. The assessment scores of the UG and GE students were compared. Perception data from the accelerated course were also collected. FindingsThe accelerated dispensing curriculum was well received by students. They found the simulation relevant to practice, easy to navigate, and helpful for preparing them for assessment. Overall, 5.1% of GE students failed the assessment, which was lower than the 32.6% failure rate in the UG cohort. Comparison of assessment grades between UG and GE students showed no notable disadvantage to attainment of learning outcomes with the accelerated curriculum. However, UG students were more likely to provide unsafe instructions compared to GE students in their labeling for three out of four prescriptions. SummaryAn accelerated dispensing curriculum can be effectively delivered to mature learners with a prior science-related degree as no notable deficiencies were identified when comparing the assessment results of GE students against UG students when both student cohorts undertook the same dispensing assessment.

Radiography students' viewpoints of the clinical learning environment: A cross-sectional study

IntroductionThe quality of clinical learning environments (CLEs) impact learners' experience and competence development. Objective instruments have been developed to evaluate CLEs from the perspective of medical and nursing students. No such instruments have been used in Radiography. MethodsRadiography students' perspectives of CLEs were investigated using the validated Undergraduate Clinical Education Environment Measure (UCEEM). Undergraduate (UG) (n = 365) and graduate entry (GE) radiography students (n = 45) from an Irish university were invited to participate. CLEs consisted of 25 public and 10 private hospitals. The UCEEM contains 25 items under two overarching dimensions, experiential learning and social participation, with four subscales: opportunities to learn in and through work and quality of supervision; preparedness for student entry; workplace interaction patterns and student inclusion; and equal treatment. ResultsTwo hundred and fifteen students participated (response rate 52.4%; n = 185 UG, n = 30 GE), most of whom were based in public hospitals (87.4%). The mean UCEEM score was 107.5 ± 17.7 (optimal range: 90–125). Experiential learning and social participation were scored 74.2 ± 12.5 (optimal range: 60–85) and 33.37 ± 6.29 (optimal range: 30–40), respectively. Private hospitals ranked slightly higher than public hospitals for ‘opportunities to learn in and through work and quality of supervision’ (p = 0.018). Items ranked highest related to ‘equal treatment’ and ‘opportunity to put theory into practice’. Clinical supervision-related items were scored highest by first-year students. ConclusionHigh UCEEM scores indicate radiography students' positive perceptions of their CLEs, particularly regarding equality and experiential learning. Findings support the expansion of radiography placement to include public and private hospitals. Implications for practiceThe UCEEM is a theoretically robust, validated tool which appears suitable for evaluating radiography CLEs. This study provides valuable baseline data for comparison of Radiography CLEs.

The Integrative Review: A Threshold Concept for Graduate Entry to Nursing Students

The Integrative Review: A Threshold Concept for Graduate Entry to Nursing Students

Students experienced near peer-led simulation in physiotherapy education as valuable and engaging: a mixed methods study

QuestionsWhat is the student experience of near peer-led simulation in physiotherapy education from the perspectives of students (near peer learners and near peer teachers)? What are their expectations, perceptions and engagement in this as a teaching and learning activity? Are there any short-term benefits? DesignConvergent mixed-methods study. ParticipantsFrom a graduate entry Doctor of Physiotherapy course, 111 first-year and 20 second-year students participated. InterventionNear peer-led simulation was delivered within first-year cardiorespiratory, musculoskeletal and neurological physiotherapy curricula and as a precursor to second-year clinical placements. First-year students were near peer learners. Second-year students were near peer teachers and the simulated patients. Outcome measuresFocus groups, pre/post-simulation questionnaires and direct observation. Data were triangulated and presented in overall themes. ResultsFive themes emerged: near peer-led simulation improved the students’ confidence and the opportunity to make mistakes in a supportive and safe environment was valued; peer feedback was an integral part of the learning process that enriched the learning experience; the authenticity and realism created seriousness, promoted engagement and facilitated perceived knowledge transfer; there were benefits for learning for both peer learners and peer teachers; and the anticipation and emotional impact was evident. ConclusionNear peer-led simulation was viewed by students as a valuable and engaging activity. Students perceived a broad range of benefits on their learning, especially from peer feedback (giving and receiving) on their performance, and had increased confidence following simulation. Peer-led simulation is an authentic and valuable component of entry-to-practice physiotherapy education.

Factors influencing medical students' decision to pursue a career in obstetrics and gynaecology.

The career intentions of medical students can exert influence on service provision and medical staffing in the health services. It is vital for a specialty's development and sustainability that it has a constant stream of trainees into it annually. An appreciation of how a specialty is viewed by medical students can be used as an opportunity for early intervention in order to improve perception of the specialty and reduce future workforce problems, such as retention and attrition within obstetrics and gynaecology (O&G). We aimed to analyse positive and negative factors of the specialty of O&G as perceived by medical students in order to gain insight into changes that need to be made to improve recruitment and retention into the specialty. A 70-item structured questionnaire consisting of demographic information and 5-point Likert scale questions relating to O&G was administered to final year medical students in the Republic of Ireland. Data were analysed with descriptive statistics, logistic regression, and odds ratios as appropriate. Of 195 medical students approached, 134 completed the questionnaire, a response rate of 68.7%. The majority were female (55.2%, n = 74) and 76.1% of respondents (n = 102) were Direct Entry Medicine students, with the remainder Graduate Entry Medicine students. 30.8% (n = 41) of students who responded scored 6 or more on a 10-point Likert scale when asked about their likelihood of considering a career in O&G. Students' clerkship experience factored heavily into their perception of the specialty and was more likely to be positive if they experienced direct consultant engagement and the opportunity for hands-on experience. Lifestyle factors, litigation and media were found to be deterrents to considering the specialty after graduation. This study demonstrates the importance of good clerkship experience in fostering an interest amongst undergraduates in O&G. Educators and those working within the specialty should showcase the strengths of the specialty during undergraduate education, and work on ameliorating deterrents to ultimately provide a structured approach to improving recruitment into O&G.

Exploring the interest of medical students in global health in South Korea: Does taking a global health course matter?

BackgroundPrioritizing global health is important for positive health outcomes. Doctors play a pivotal role in addressing health issues that they need to recognize the importance of global health practice. However, medical education in global health is still in its early stages in many countries, including South Korea.MethodsThis study is a quantitative cross-sectional study. Medical students were recruited from all 40 Korean medical schools and data collection was conducted in 2021. Stratified proportional quota sampling was employed as the sampling method. The study examined medical students’ interest in global health as the dependent variable. Independent variables included whether individuals had taken global health courses as part of their medical curriculum, while covariates included student background and institutional factors. Logistic regression was used to determine if taking a global health class was associated with global health interests.ResultsThe study included 2450 participants and almost 32% of medical students (n = 781) were interested in global health. Taking global health classes in school was associated with a higher likelihood of developing an interest in global health (OR: 1.29, 95% CI: 1.00-1.67). The likelihood of being interested in global health decreased across the academic year (OR: 0.70, 95% CI: 0.53–0.94). Individuals in graduate entry programs were associated with an interest in global health (OR: 1.32, 95% CI: 1.01–1.72).ConclusionThis study provides the first comprehensive nationwide assessment of medical students’ perspectives on global health education in South Korea. The findings underscore the importance of early and sustained exposure to global health topics in medical education in fostering interest in global health. These results can serve as valuable evidence for medical educators seeking to integrate global health education into their curricula.

Postgraduate nurse education in Indonesia and Australia: A comparative analysis

BackgroundIndonesia and Australia are neighbouring countries; however, their nursing systems are very different and there is limited migration between countries. AimAs part of a larger study, the aim was to undertake a comparative analysis of postgraduate nurse education in Indonesia and Australia. DesignDetailed literature review across academic and grey literature and semi-structured interviews with key stakeholders in Indonesia (n = 52) and Australia (n = 13) representing education, governments, professional nursing organisations, and rural, remote and urban health care providers. FindingsThree key categories of comparison were identified: Higher Education System, Education Offerings, and Specialist practice and education standards. Regulation of higher education was found to generally be comparable. Postgraduate nursing specialisations are available in both countries, but there are currently more offerings in Australia. Furthermore, nurse practitioner education and graduate entry pathways into nursing are only currently available in Australia. Journal publications are required for graduation from masters and doctoral programmes in Indonesia, but not Australia. ConclusionsWhile there are many areas of similarity, postgraduate nurse education is more diverse in Australia, while there are growing opportunities for new developments in Indonesia. This analysis identifies areas for future consideration around postgraduate education development in both countries, along with possibilities for future collaboration. Furthermore, comparative analysis provided a useful foundation on mapping key elements.