Presentation Description
Helen Kelly1
1 The Royal College of Surgeons in Ireland
1 The Royal College of Surgeons in Ireland
Background:
Much has been published on factors affecting international learners in the medical education landscape with limited studies on inclusive education solutions for this group of learners (Murray & Muller, 2019). This discussion relates to the rationale for a more uniform and equitable approach to all aspects of international learners needs, with a particular focus on assessment approaches in a multicultural learning context for international non-native English- speaking medical students (Bennett J.M. & Bennett M.J. 2004: Coleman, J. A 2006; Little. D 2007).
Much has been published on factors affecting international learners in the medical education landscape with limited studies on inclusive education solutions for this group of learners (Murray & Muller, 2019). This discussion relates to the rationale for a more uniform and equitable approach to all aspects of international learners needs, with a particular focus on assessment approaches in a multicultural learning context for international non-native English- speaking medical students (Bennett J.M. & Bennett M.J. 2004: Coleman, J. A 2006; Little. D 2007).
Summary of work:
This oral presentation will discuss the findings of an evaluation of an integrated approach to assessment of non-native speaker international undergraduate medical students as part of their medical degree at the Royal College of Surgeons, University of Medicine & Health Sciences, Dublin, Ireland. This study hypothesises that a more holistic approach is worth considering to evaluate to what extent it allows international students a more supportive and positive learning environment where their language skills are encouraged to evolve with their broader learning needs in a framework of assessment as/of/for learning.
This oral presentation will discuss the findings of an evaluation of an integrated approach to assessment of non-native speaker international undergraduate medical students as part of their medical degree at the Royal College of Surgeons, University of Medicine & Health Sciences, Dublin, Ireland. This study hypothesises that a more holistic approach is worth considering to evaluate to what extent it allows international students a more supportive and positive learning environment where their language skills are encouraged to evolve with their broader learning needs in a framework of assessment as/of/for learning.
Summary of results/discussion:
This mixed methods study uses quantitative and qualitative analysis to evaluate the outcomes of this approach to inclusive learning and assessment. The key findings of this study suggest that a culturally integrated approach to medical education which includes a considered communication skills focus, intercultural adaptations and which promote autonomous and formative forms of assessment methodologies are most effective in supporting a more inclusive learning programme for international medical students.
This mixed methods study uses quantitative and qualitative analysis to evaluate the outcomes of this approach to inclusive learning and assessment. The key findings of this study suggest that a culturally integrated approach to medical education which includes a considered communication skills focus, intercultural adaptations and which promote autonomous and formative forms of assessment methodologies are most effective in supporting a more inclusive learning programme for international medical students.
Conclusion:
The research aims to provide future recommendations for consideration of optimal learning and assessment environments adapted for non-native English speaking international medical and health science students to participate effectively in higher education.
The research aims to provide future recommendations for consideration of optimal learning and assessment environments adapted for non-native English speaking international medical and health science students to participate effectively in higher education.
References (maximum three)
- Andrade, M. S. (2006). International students in English-speaking universities: Adjustment factors. Journal of Research in International Education,5(2), 131– 154.Arkoudis, S., C. Baik, and S. Richardson. 2013. English Language Standards in Higher Education. Camberwell: ACER Press. [Google Scholar]
- Byram, M. 1997. Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters. [Google Scholar]
- Neil Murray & Amanda Muller (2019) Developing academic literacy through a decentralised model of English language provision, Journal of Further and Higher Education, 43:10, 1348-1362, DOI: 10.1080/0309877X.2018.1483015