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Wong AKC, Chan EA, Chung BPM, Lai TKH, Ho AKY. Predictors of nursing students' intentions to participate in an internationalization-at-home program: The roles of expectancies for success and subjective task value. NURSE EDUCATION TODAY 2023; 129:105918. [PMID: 37541073 DOI: 10.1016/j.nedt.2023.105918] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2023] [Revised: 06/27/2023] [Accepted: 07/17/2023] [Indexed: 08/06/2023]
Abstract
BACKGROUND Internationalization-at-home programs are a unique opportunity for those who had been planning to study abroad to learn global clinical practices and cultures at home. However, the factors influencing the motivation of students to join such programs remain unexplored. OBJECTIVE To investigate the relationship among expectancies for success, subjective task value, and the intention to participate in an internationalization-at-home program, and to identify key factors predicting such an intention among undergraduate nursing students. DESIGN A descriptive correlational design with a predictive approach was adopted. METHODS A total of 522 undergraduate and postgraduate nursing students in a Hong Kong university participated in the study. Intention to participate in the program was assessed using the Comprehensive Relative Autonomy Index. Expectancies for success and subjective task value were assessed as potential predictors. A multiple linear regression analysis was adopted to examine the predictive effects. RESULTS The participants were aged 17-31 years (mean = 20.95, SD = 2.39). Those who reported having previously participated in the program (β = 0.10, p-value = .014), greater intercultural communication competence (β = 0.14, p-value = .003), greater perceived social competence (β = 0.11, p-value = .031), and a higher subjective value of the program (β = 0.28, p-value<.001) expressed a greater intention to join the program. Collectively, the three variables accounted for 14.7 % of the variances in intention to participate in the program. CONCLUSIONS Cultural self-efficacy, intercultural communication competence, perceived social competence, individual interest, foreign language learning motivation, and subjective value of the program were found to be key factors predicting the intention of nursing students to participate in internationalization-at-home. Future studies can provide interventions to address these factors and enhance the benefits of internationalization-at-home programs.
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Affiliation(s)
| | - Engle Angel Chan
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong.
| | | | | | - Annie Ka Ying Ho
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong.
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Fostering globally competent dental students through virtual team-working, problem-solving and person-centred multi-disciplinary care planning. J Dent Sci 2023; 18:95-104. [PMID: 36643270 PMCID: PMC9831812 DOI: 10.1016/j.jds.2022.07.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2022] [Revised: 07/06/2022] [Indexed: 01/18/2023] Open
Abstract
Background/purpose : Development and acquisition of communication, logical thinking, team-building, critical appraisal, critical thinking and person-centred multi-disciplinary care planning must be considered as skill sets and global core competencies for a dental professional. Therefore, an international online study course to foster undergraduate dental students' skill sets in these areas was established and this study aimed to report the perceptions of participants. Materials and methods An international online course consisting of three levels pertaining to the school year was delivered to dental undergraduates of Japan and Thailand from September to December in 2021. An online questionnaire survey was conducted to obtain feedback from the participants and assess the implementation of the course. Results In total, 64 responses were obtained from students who participated in all the assigned online sessions and completed the questionnaire (a response rate of 88%). More than 95% of students from each level felt that the programme increased their motivation to study clinical dentistry, and was beneficial for their future and made them appreciate the importance of participating in international exchange. The ratio of favourable respondents was more than 90% with a 95% confidence interval. Conclusion Fostering globally competent dental students is important and the acquisition of necessary skill sets could be enhanced through international virtual team-working, problem-solving and person-centred multi-disciplinary care planning activities. These are beneficial for undergraduate dental student training so that they graduate with a broader global perspective and an appreciation of the importance of delivering person-centred culturally sensitive dental care.
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Wu A, Shamim A, Rahhal Z, Kieff M, Lalla E, Torre L, Zubiaurre Bitzer L, Kunzel C. A Scoping Review of Internationalization of Dental Education—Identifying Formats and Motivations in Dental Education. FRONTIERS IN DENTAL MEDICINE 2022. [DOI: 10.3389/fdmed.2022.847417] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
BackgroundInternationalization efforts, including global health activities, in dental education can play an important role in preparing future oral healthcare professionals. To date, in the available literature, there is no common understanding of what internationalization of dental education might mean, and there are no agreed upon standards relating to, or a common definition of the term internationalization of dental education. Here, the authors investigate what has been published in the above area from 01/01/2000 to 12/31/2020, identifying perceived motivations and formats. A proposed definition and connection to the field of international higher education is provided.MethodsA scoping review of published literature was performed and identified 47 relevant articles. The articles were thematically sorted based on educational formats and concepts (previously established in international higher education) and motivations.ResultsDespite the paucity of articles directly addressing internationalization of dental education, there was a large variety of articles on topics that were identified to correlate with international higher education, ranging from international partnerships, student mobility, and language, to international curriculum at home—with different perceived motivations, including competition, international understanding, and social transformation.DiscussionMore research on internationalization of dental education is needed to provide guidelines and formalize standards for international educational goals to better align formats and motivations for international efforts in dental education.
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Wu A, Maddula V, Singh J, Sagoo MG, Chien CL, Wingate R, Kielstein H, Traxler H, Brassett C, Waschke J, Vielmuth F, Sakurai T, Zeroual M, Olsen J, El-Batti S, Viranta-Kovanen S, Kitahara S, Keay K, Kunzel C, Bernd P, Noël GPJC. Alternatives to Student Outbound Mobility-Improving Students' Cultural Competency Skills Online to Improve Global Health Without Travel. MEDICAL SCIENCE EDUCATOR 2021; 31:1441-1451. [PMID: 34123512 PMCID: PMC8184130 DOI: 10.1007/s40670-021-01332-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 05/20/2021] [Indexed: 06/12/2023]
Abstract
Introduction Student 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. Method Sixty-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. Results Students 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. Discussion Internationalization 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 Information The online version contains supplementary material available at 10.1007/s40670-021-01332-9.
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Affiliation(s)
- Anette Wu
- Vagelos College of Physicians and Surgeons, Columbia University, 650 W 168th St, New York, NY 10032 USA
| | - Vinay Maddula
- College of Dental Medicine, Columbia University, New York, NY USA
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | - Kevin Keay
- The University of Sydney, Sydney, Australia
| | - Carol Kunzel
- College of Dental Medicine, Columbia University, New York, NY USA
| | - Paulette Bernd
- Vagelos College of Physicians and Surgeons, Columbia University, 650 W 168th St, New York, NY 10032 USA
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Wu A, Maddula V, Yu ACX, Goel R, Shimizu H, Chien CL, Wingate R, Sagoo MG, Kielstein H, Traxler H, Brassett C, Waschke J, Vielmuth F, Keay K, Zeroual M, Sakurai T, Olsen J, El-Batti S, Viranta-Kovanen S, Kitahara S, Kunzel C, Bernd P, Noel GP. An Observation of Healthcare Professions Students' Perceptions During the COVID-19 Pandemic. MEDICAL SCIENCE EDUCATOR 2021; 31:401-409. [PMID: 33619444 PMCID: PMC7889410 DOI: 10.1007/s40670-021-01240-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/03/2021] [Indexed: 06/12/2023]
Abstract
This study conveys preclinical healthcare professions students' sentiments at 14 universities during the 2020 COVID-19 pandemic. Essays about students' thoughts and experiences were thematically sorted and revealed a variety of sentiments spanning from positive (e.g., pride, respect) to the more negative (e.g., anxiety, guilt, disappointment, anger). Themes revealed respect for the healthcare profession, but also the realization of its limitations, sacrifices, and risks. Healthcare profession educators need to be aware that the COVID-19 pandemic has affected students emotionally and may have long-term effects on the global healthcare profession. This study can serve as a historic documentation of how this generation of students felt and adds to the literature on how the pandemic affected the healthcare profession.
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Affiliation(s)
- Anette Wu
- Columbia University, New York, NY USA
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