Internationalization Of Medical Education Research Articles

Internationalization of medical education in China: An investigation of medical graduates’ global competence and its influencing factors

Aim Global competence has become an important competence for medical graduates in the globalized world. However, research on it is scarce. This study was built upon the scholarship published in the field to measure medical graduates’ global competence. Materials and methods A questionnaire was administered to China’s medical graduates sampled from four institutions of medical education. Descriptive statistics were made to analyze the level of medical graduates GC. Influencing factors were investigated using multiple linear regression. Multiple levels of regression analysis were used to identify the influence of different independent variables on the dependent variable. Results The sample had a relatively good level of global competence in general, but lacked skills in cross-cultural communication and international academic communication. “Internationalization Concept and System” and “International Development of Teachers” in the school dimension and “Taking International Courses”, “International Publication” and “Participation in International Conference” in the dimension of individual international involvement had a significant positive impact on the cultivation of global competence. Conclusions The universities should aim for the construction of an effective institutional mechanism for internationalization to help improve students’ global competence.

Introducing a New Framework on the Internationalization of Medical Education: A Lesson Learned From COVID-19 in Iran

Context: During the COVID-19 pandemic and challenges, medical education with insight toward training competent students with a global vision has highlighted the necessity of a robust approach toward sustainable development (SD) on internationalization. Inevitable transformations in medical education and its internationalization component due to the COVID-19 pandemic have not yet been investigated. Accordingly, the objective of this study was to assess the current situation and propose the operational framework of internationalization for medical education with a global vision toward SD. Evidence Acquisition: A critical review was conducted on English papers extracted from Google Scholar, Scopus, PubMed, and Elsevier databases using the following search terms: Sustainable development, operational approach, educational environment, management strategies, internationalization, and COVID-19. Boolean operators were used to eliminate inappropriate hits with a focus on research goals. Ineligible studies were excluded by screening titles and abstracts. The knowledge management was applied to the related findings of the internationalization of medical education components. Results: Evidence presents a new order of internationalization components of internal and external dimensions with an educational paradigm shift to virtual programs. Assessing these dimensions indicated the requirement of implementing SD. The suggested pathway should initiate from the internal institution dimensions (facilities and budget component with generating income), followed by the external institution dimensions (sociocultural element and nation-building). Conclusions: The COVID-19 pandemic has forced educational institutions to shift to virtual education. The designed framework highlights educational activities toward virtual education and earning income, empowering faculties, and meeting social needs in medical education to achieve SD.

РОЗВИТОК ТА ФУНКЦІОНУВАННЯ РИНКУ МЕДИЧНИХ ПОСЛУГ В УМОВАХ ГЛОБАЛІЗАЦІЇ ТА ІНТЕГРАЦІЇ

The article reveals significant globalization trends of the world market of medical services and unites them into four groups: political (functioning of international organizations, activities of interstate non-governmental organizations and charitable foundations, exit of intellectual property rights protection procedures to the global level), economic (liberalization of trade in medical services , monopolization of the world pharmaceutical market by TNCs, formation of medical clusters), technological (intensification of information exchange, use of international standards of medical care, development of modern treatment methods, medical technologies and equipment) and social (international migration of medical specialists, internationalization of medical education, spread global epidemics). It was determined that these trends have a mostly positive impact on the development of the world market of medical services. One notes that the maximum possible use of the advantages of international cooperation to improve the quality of medical services, the transfer of innovative technologies, the acquisition and development of modern equipment and medicines, the introduction of modern treatment protocols with the simultaneous minimization of the negative consequences of globalization processes must be taken into account when developing strategic plans for transformation and development sphere of health care of Ukraine. The article identifies the negative manifestations of globalization: bureaucratic decision-making process by international organizations, stagnation of national health care systems as a result of the liberalization of trade in medical services, an increase in the general level of drug prices due to a significant level of monopolization of the international pharmaceutical market, a decrease in the number of the working population and shortages qualified workers as a result of labor migration and the internationalization of higher education, the emergence of economic and social crises due to the spread of infectious diseases, the need for significant amounts of investment for the introduction of modern technologies. One identifies the measures to minimize globalization risks: creating optimal conditions for the productive work of medical workers (salary, equipping workplaces, improving qualifications, protecting intellectual property rights, stimulating research and innovation), preventing stagnation in the field of health care by ensuring a constant flow of investment funds (insurance funds of state and non-state institutions, international grants, international cooperation programs, funds of charitable funds), constant improvement of the response system to natural and man-made emergencies.

The Liberal Model in Internationalization of Medical Education - an Opportunity to Reduce Healthcare Nationalism.

The Liberal Model in Internationalization of Medical Education - an Opportunity to Reduce Healthcare Nationalism.

Internationalization of Medical Education - Motivations and Formats of Current Practices.

PurposeThe 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.MethodsUsing 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.Results350 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 ConclusionThere 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 high-income counterparts. There are concerns about student mobility from high-income countries to low- and middle-income countries. Finally, medical education should be more inclusive and all medical students should gain access to international perspectives and experiences.Supplementary InformationThe online version contains supplementary material available at 10.1007/s40670-022-01553-6.

Higher Educational Concurrence in the Field of Health and Internationalization of Medical Education During the COVID-19 Pandemic: A Systematic Review

Higher Educational Concurrence in the Field of Health and Internationalization of Medical Education During the COVID-19 Pandemic: A Systematic Review

Research on the Barriers and Countermeasures in Developing the International Education of Chinese Medicine——Taking Anhui medicine as example

This article explores the barriers and countermeasures of internationalization of medical education in China, taking Anhui medicine as example, by analyzing the current situation of international education in medical universities. Throughout the great-leap-forward development, Traditional Chinese Medicine (TCM) is facing a new situation and challenge, it is exceedingly necessary for researchers to explore how to build a diversified, multi-level and multiple forms of international education system of TCM to enhance international education quality and service level. Critical analysis on the basis of internationalization of medical education, recommendations and future perspective is given.

Alternatives to Student Outbound Mobility-Improving Students' Cultural Competency Skills Online to Improve Global Health Without Travel.

IntroductionStudent outbound mobility is a major element in internationalization of medical education and global health education. However, this approach is often criticized, as it is inherently inequitable. Internationalization at home is a newer concept that aims to provide students with international skills and experiences without exchange travel. We report detailed outcomes of an international online program during the COVID-19 pandemic, which aimed to include acquisition of cultural awareness and competency—similar to what the students would have obtained if they had travelled abroad.MethodSixty-eight students from 12 international universities participated in international small peer group collaborative work, and online networking. Perceived improvement of cultural competency using Likert scale and open-ended questions was used as a measure of success. Furthermore, students’ definition of cultural competency in the different countries was obtained.ResultsStudents improved their cultural competency skills. Data analysis supported statistically significant improvement of the above skills after the program, in comparison to the start of the program.DiscussionInternationalization of medical education can be achieved at home—via structured online peer exchanges—and can provide students with intercultural skills and networking opportunities that are typically achieved via international in-person travel. The above represents a socially just and equitable way to reach all students and can result in improvement of their cultural competency, preparing them for their work in global health, and thereby resulting in improvement of global health.Supplementary InformationThe online version contains supplementary material available at 10.1007/s40670-021-01332-9.

Internationalization of Medical Education-a Scoping Review of the Current Status in the United States.

This article explores the current status of internationalization of medical education in the United States. Dominant themes of articles published from 2000 to 2018 indicate that common formats are institutional partnerships, international learning at home, and student mobility programs. Critical analysis on the basis of internationalization of higher education, recommendations, and future perspective is given.

How to Internationalize Medical Education using Concepts in Internationalization of Higher Education.

This article was migrated. The article was marked as recommended. Internationalization of higher education is a well-researched area with a long history. At a time of increasing globalization, particularly in light of recent global health events, the internationalization of medical education may play an important role in medical school teaching - increasing future medical collaboration and building a global medical community. Internationalization of medical education is a less researched discipline and often limited to areas of Global Health. It is typically not part of the standard medical curriculum. While internationalization of medical education has overlapping themes with Global Health education, it has a much wider scope (i.e., preparation of global citizen physicians, international employability, collaboration, cultural and international understanding). Lessons learned from concepts in internationalization of higher education can aid in the realization of internationalization of medical education programs and establish IoME as a distinct area of educational research. This paper suggests elements to consider when implementing programs in internationalization of medical education. Guided by the analysis of an existing program in internationalization of medical education, important components are highlighted from the perspective of concepts found in internationalization of higher education. Several elements that are important features in internationalization of higher education are emphasized - institutional partnerships, goal setting, variety of internationalization at home concepts, international classroom features, multi-directional student mobility, and sustainability. The authors aim to shed light on the area of internationalization of medical education, widen its scope from Global Health education, and introduce it as a field of study for educational research. Adapting models and concepts of international higher education can help with establishing this field.

International anatomy partnerships ‐ Results of international student basic sciences internships initiated via the anatomy course

IntroductionAnatomists, as scientists, are a great resource for medical students’ scientific research interests. Recently, a new role for the Anatomy course in internationalization of medical education has emerged. Here we report on student experiences from international basic sciences research internships that were initiated via the anatomy course – combining two educational aspects of anatomy: the basic sciences and internationalization of medical education.Material and MethodsA multi‐directional basic sciences research interchange was initiated as part of an international exchange program that is based on an international partnership of 13 anatomy departments.200 preclinical medical students initially participated in an online international exchange segment, before embarking on optional basic sciences internships abroad. Based on students’ preferences, anatomy faculty at 13 international medical schools worked together on sourcing and student placement into basic sciences laboratories. Areas of research included a wide range of topics (e.g., immunology, genetics, tissue engineering, diabetes research, etc). At two time points (i.e., before and after travel), a questionnaire with multiple‐choice questions, Likert scales, and open‐ended questions, assessed the students’ learning experience qualitatively.ResultsA total of 82 students participated in international travel during 2019. As of now, 51 have completed the pre travel questionnaire and 26 the post travel questionnaire. Almost all of the partner schools sent and received students. Students improved both their understanding of the basic sciences and their basic sciences research skills, formed networks for future collaboration, and experienced an international cultural interchange. The majority of students felt that the basic sciences experience was important for their careers, and they wished to continue their involvement.DiscussionAnatomy courses can foster a student’s interest in science and research, and introduce an international component to basic science experiences as study abroad programs. Providing international basic sciences research opportunities expands research options for students, including in areas of interest that are not available at the home institution, provides a baseline for future collaboration and helps students becoming leaders outside of their home institution.

An International Partnership of 12 Anatomy Departments - Improving Global Health through Internationalization of Medical Education.

Background:At a time of global interconnectedness, the internationalization of medical education has become important. Anatomy as an academic discipline, with its close connections to the basic sciences and to medical education, can easily be connected with global health and internationalization of medical education. Here the authors present an international program based on a partnership between twelve anatomy departments in ten countries, on four continents. Details of a proposed plan for the future direction of the program are also discussed.Objective:The aim is to improve global healthcare by preparing future global healthcare leaders via early international networking, international collaboration and exchange, intercultural experience, and connecting two seemingly distant academic disciplines – anatomy and global health – via internationalization of medical education.Methods:Based in the anatomy course, the program involved early international collaboration between preclinical medical and dental students. The program provided a stepwise progression for learning about healthcare and intercultural topics beyond pure anatomy education – starting with virtual small groups of international students, who subsequently presented their work to a larger international audience during group videoconferences. The above progressed to in-person visits for research internships in the basic sciences within industrialized countries.Findings:Students appreciated the international and intercultural interaction, learned about areas outside the scope of anatomy (e.g., differences in healthcare education and delivery systems, Public and Global Health challenges, health ethics, and cultural enrichment), and valued the exchange travel for basic sciences research internships and cultural experience.Conclusions:This unique collaboration of international anatomy departments can represent a new role for the medical anatomy course beyond pure anatomy teaching – involving areas of global health and internationalization of medical education – and could mark a new era of international collaboration among anatomists.

Internationalization of Medical Education and the Anatomy Course ‐ Outcomes of an International Partnership of 11 Anatomy Departments in 4 Continents

Study ObjectiveThe purpose of the study is to assess the value of an internationalization of medical education (IoME) program between 11 Anatomy departments that aims to prepare preclinical medical and dental students for future healthcare leadership roles, by providing them with skills in Public Health awareness, cultural competency, reflection on the topic of body donation, early networking opportunities and basic sciences experiences.Statement of MethodsWe previously reported on our experience in IoME with 6 countries that was initiated through the Anatomy courses. The present study includes 11 Anatomy departments on 4 continents (Australia, Austria, Canada, Finland, Germany (2), Japan (2), Taiwan, UK and USA) with a total of 183 preclinical Anatomy participants (n=18 dental students, n=165 medical students). Students worked in smaller groups than in the previous years (n=3–4). Discussion topics i.e. differences in the Anatomy courses, international healthcare education and delivery, Global/Public Health, health ethics and health law were further refined. Students worked on a collaborative paper, created a video presentation and presented their work at a large virtual conference. Subsequently they traveled to the partner countries to perform basic sciences research. Questionnaires after the travels were analyzed and are now being presented.A new data point includes an international discussion on the topic of body donation. Students interviewed each other about their thoughts on body donation and their experience working with donated bodies in the different countries and submitted written statements. Comparison of these written statements are underway.Summary of ResultsResults indicate that students felt that they learned from each other during the small group sessions in regard to healthcare education and delivery, Global/Public Health, health ethics and health law. We observed a level of appreciation of what they have at home and cultural awareness. Results also demonstrate that the travels help with building research techniques skills, cultural competency and social connections.We expect differences in the reflection on the topic of body donation due to the differences in the body donation process in the different countries.ConclusionsWe here present our updated experience with a unique international student exchange program that is introduced via the Anatomy course. Anatomy departments can serve as an anchor for international student exchanges, contribute to studies of cultural differences in body donation practices and contribute to Global/Public Health awareness education.Support or Funding InformationNoneThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Internationalization of Medical Education-Building a Program to Prepare Future Leaders in Healthcare.

In a globally interconnected world, internationalization of medical education has become increasingly important. While many programs focus on international programs for clinical students, the number of programs for preclinical medical and dental students is small. Based in the Anatomy course, the program presented here involves early international collaborations between preclinical students from six countries. Our work involves small-group video sessions and a large international student videoconference (including cultural and didactic components). The online connections progress with in-person basic sciences summer internships undertaken at the international partner institutions. This collaborative program features unique elements that facilitate cultural exchange and help develop leadership skills in healthcare early in a student's career. We present recommendations for international program implementation.

On the Development and Present Situation of Medical Education in China

Under the background of economic globalization, carrying out medical education is of great significance for improving the level of medical education of the country. The development of medical education in China has entered a new stage of development. How to realize the integration of medical education with international standards is a question that is worth thinking. Of course, it is a long process to realize the internationalization of medical education, which requires constant persistence and improvement. While drawing on international advanced experience, we should also explore the form of medical education in China and take the international road that is most suitable for the development of medical education in China.

Effective factors on Internationalization of Medical Education from Faculty Members’ Viewpoints in Shahid Beheshti University of Medical Sciences Members

Effective factors on Internationalization of Medical Education from Faculty Members’ Viewpoints in Shahid Beheshti University of Medical Sciences Members

Internationalization of Medical Education: Collaborations Initiated through the American Association of Anatomists (AAA) and the Anatomical Society (AS) Meetings Lead to Successful International Educational Partnerships

BackgroundInternational collaborations are very important for successful internationalization of medical education (IoME) projects. We have previously reported our experience in IoME within the Anatomy course, using international small group peer‐to‐peer and student exchanges. In this follow‐up study we have expanded our project to include more countries, along with making changes to the international conference. We now include two partner schools that became involved through connections initiated at the AAA 2016 meeting and the AS meeting in 2017.MethodPreclinical Anatomy students (medical and dental) from 6 different countries participated in 5 video conferencing sessions, including one large international student videoconference. The above was followed by international student exchanges ‐ involving basic sciences summer internships. Partner countries/schools included the USA (Columbia University, New York), Germany (Martin Luther University, Halle‐Wittenberg), Japan (Kyoto University, Kyoto), Canada (McGill University, Montreal), Finland (University of Helsinki, Helsinki), and Taiwan (National Taiwan University, Taipei).The relationships between the partner schools were made possible via interpersonal connections ‐ two of the schools became involved following presentations at the AAA meeting and the AS meeting, and subsequent communication between representatives of the institutions involved.Results110 students in 6 countries participated in this project, consisting of 20 small groups. To date, 23 students have indicated an interest in visiting their peers during the summer (2018), while conducting research fellowships in the host country ‐ 13 students from the USA, and 10 students from partnering countries.Two countries (i.e., Canada and Finland) that were not previously part of the program were included following connections made during the AAA meeting and the AS meeting. These countries have become popular destinations for student internships – so far, 4 students from the USA will be interning in Finland and 1 will intern in Canada. 2 students from Finland are scheduled to intern in the USA, 1 Canadian student will intern in Japan and another Canadian student will intern in the USA.In addition, following our presentation at the AS meeting in 2017 a new partnership with the United Kingdom was formed, and collaborative efforts are underway.Results from student feedback on this year's project are still pending.Without the AAA and AS meetings the additional partnerships would not have been possible, since recruitment of new partner schools has proven to be challenging without interpersonal connections. Therefore, professional societies such as the AAA and the AS (and their meetings) are important resources for collaboration and long‐term professional partnerships – benefiting students, teachers, and institutions.Support or Funding InformationNoneThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

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

Background: Medical education in Kazakhstan has been literally transformed in the past 10 years. Kazakhstan inherited the Soviet-time discipline-based teacher-centered system of education when no decisions could be made independently. The curriculum was mostly governed in a traditional way, with lectures being the core, little use of e-learning tools, and assessment through oral exams and multiple-choice questions. Most of the universities still preserve the subject-based curriculum with elements of integrated learning.Methods: Being the most active member of International Space Education, Karaganda State Medical University (KSMU) took the initiative to adapt the full integrated curriculum mostly based on problem-based, team-based learning, and use of virtual patient cases. The given approach was chosen because of active involvement of our University in nine Tempus and Erasmus+projects including reforming of Public Health and Nursing curriculum, human resources development, active learning, credit mobility, and move towards autonomy of medical schools.Results: KSMU became the coordinator of two of these projects, taking its active position in internationalization of medical education. We actively use technology-based medical education, pro-actively adapting deliberate practice in acquiring essential practical skills, for which KSMU was recognized by an ASPIRE-to-Excellence Award in simulation.Conclusions: 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.

Internationalization of medical education in Iran: A way towards implementation of the plans of development and innovation in medical education.

Academic institutions are the most important organizations for implementation of internationalization policies and practices for integrating an international, intercultural and global dimension in higher education system. Also, a globally increasing demand for higher education has been seen in the past two decades so that the number of students enrolled in higher education institutions in the worldwide nation-states has increased dramatically. The National Plan of International Development of Medical Education was designed with the aim of identifying available potentials in all the universities of medical sciences, encouraging the development of international standards of medical education, and planning for the utilization of the existing capacity in Islamic republic of Iran. Authors have tried to review the several aspects of international activities in higher education in the world and describe national experiences and main policies in globalization of medical education in Iran within implementation of the National Plan for Development and Innovation in Medical Education. The findings of some global experiences provide the policy makers with clear directions in order to develop internationalization of higher education. The Program for International Development of Medical Education was designed by the Deputy of Education in the Ministry of Health and the effective implementation of this Program was so important for promotion of Iranian medical education. But there were some challenges in this regard; addressing them through inter-sectoral collaboration is one of the most important strategies for the development of internationalization of education in the field of medical sciences.

A comparison of physician emigration from Africa to the United States of America between 2005 and 2015

BackgroundMigration of health professionals has been a cause for global concern, in particular migration from African countries with a high disease burden and already fragile health systems. An estimated one fifth of African-born physicians are working in high-income countries. Lack of good data makes it difficult to determine what constitutes “African” physicians, as most studies do not distinguish between their country of citizenship and country of training. Thus, the real extent of migration from African countries to the United States (US) remains unclear. This paper quantifies where African migrant physicians come from, where they were educated, and how these trends have changed over time.MethodsWe combined data from the Educational Commission for Foreign Medical Graduates with the 2005 and 2015 American Medical Association Physician Masterfiles. Using a repeated cross-sectional study design, we reviewed the available data, including medical school attended, country of medical school, and citizenship when entering medical school.ResultsThe outflow of African-educated physicians to the US has increased over the past 10 years, from 10 684 in 2005 to 13 584 in 2015 (27.1% increase). This represents 5.9% of all international medical graduates in the US workforce in 2015. The number of African-educated physicians who graduated from medical schools in sub-Saharan countries was 2014 in 2005 and 8150 in 2015 (304.6% increase). We found four distinct categorizations of African-trained physicians migrating to the US: (1) citizens from an African country who attended medical school in their own country (86.2%, n = 11,697); (2) citizens from an African country who attended medical school in another African country (2.3%, n = 317); (3) US citizens who attended medical school in an African country (4.0%, n = 537); (4) citizens from a country outside Africa, and other than the United States, who attended medical school in an African country (7.5%, n = 1013). Overall, six schools in Africa provided half of all African-educated physicians.ConclusionsThe number of African-educated physicians in the US has increased over the past 10 years. We have distinguished four migration patterns, based on citizenship and country of medical school. The majority of African graduates come to the US from relatively few countries, and from a limited number of medical schools. A proportion are not citizens of the country where they attended medical school, highlighting the internationalization of medical education.