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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, Noël GPJC, Wingate R, Kielstein H, Sakurai T, Viranta-Kovanen S, Chien CL, Traxler H, Waschke J, Vielmuth F, Sagoo MG, Kitahara S, Kato Y, Keay KA, Olsen J, Bernd P. An International Partnership of 12 Anatomy Departments - Improving Global Health through Internationalization of Medical Education. Ann Glob Health 2020; 86:27. [PMID: 32166068 PMCID: PMC7059426 DOI: 10.5334/aogh.2665] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023] Open
Abstract
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.
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Affiliation(s)
- Anette Wu
- Department of Pathology and Cell Biology, Vagelos College of Physicians and Surgeons, Columbia University, New York, US
| | | | | | - Heike Kielstein
- Institute for Anatomy and Cell Biology, Medical Faculty, Martin Luther University Halle-Wittenberg, Halle (Saale), DE
| | - Takeshi Sakurai
- Medical Innovation Center of Kyoto University, Graduate School of Medicine, Kyoto, JP
| | | | - Chung-Liang Chien
- Department of Anatomy and Cell Biology, College of Medicine, National Taiwan University, Taipei, TW
| | - Hannes Traxler
- Center for Anatomy and Cell Biology, Medical University of Vienna, Vienna, AT
| | - Jens Waschke
- Institute of Anatomy, Faculty of Medicine, Ludwig Maximilians University, Munich, DE
| | - Franziska Vielmuth
- Institute of Anatomy, Faculty of Medicine, Ludwig Maximilians University, Munich, DE
| | | | - Shuji Kitahara
- Department of Anatomy, Tokyo Women’s Medical University, Tokyo, JP
| | - Yojiro Kato
- Department of Surgery, Kidney Center, Tokyo Women’s Medical University, Tokyo, JP
| | - Kevin A. Keay
- Discipline of Anatomy and Histology, University of Sydney, Sydney, AU
| | - Jørgen Olsen
- Department of Cellular and Molecular Medicine, University of Copenhagen, Copenhagen, DK
| | - Paulette Bernd
- Department of Pathology and Cell Biology, Vagelos College of Physicians and Surgeons, Columbia University, New York, US
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Yohannan DG, Oommen AM, Umesan KG, Raveendran VL, Sreedhar LSL, Anish TSN, Hortsch M, Krishnapillai R. Overcoming Barriers in a Traditional Medical Education System by the Stepwise, Evidence-Based Introduction of a Modern Learning Technology. MEDICAL SCIENCE EDUCATOR 2019; 29:803-817. [PMID: 34457545 PMCID: PMC8368117 DOI: 10.1007/s40670-019-00759-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
INTRODUCTION Histology teaching in India and in other developing countries has not changed much over the past decades and has not joined the global movement of using virtual microscopy (VM). Many factors may have contributed to this academic inertia-including curricular requirements for traditional microscopy (TM) skills, assessments that are heavily based on TM, and unfamiliarity with modern technology among faculty, as well as infrastructural shortcomings. This study is aimed at overcoming these roadblocks by using a blended approach combining VM with TM in a tradition-centered curricular setting. METHODS For validation of this approach, the authors conducted a non-randomized controlled trial with a crossover design on first year medical students at the Government Medical College, Thiruvananthapuram, India. Examination scores and responses of a student group taught with VM as an adjunct to TM were compared with a student group taught with TM only. RESULTS The test group had significantly better results when compared to the control group for knowledge-based tests (p = 0.012; analysis of co-variance) and for an unannounced visual-based test conducted 1 month later (p = 0.001; Mann-Whitney U test). Feedback collected from students showed highly favorable responses to the use of VM for teaching histology. CONCLUSION This study should encourage Indian medical colleges and schools in other developing countries to start using VM as a supplementary approach for their histology education programs. Furthermore, as the Medical Council of India recommends the introduction of new competency-based integrated curriculum in India starting in 2019, the use of VM may facilitate more effective learning in the new scenario. TRIAL REGISTRATION CTRI/2018/04/012928.
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Affiliation(s)
| | - Aswathy Maria Oommen
- Department of Anatomy, Government Medical College, Thiruvananthapuram, Kerala India
| | | | | | | | | | - Michael Hortsch
- Department of Cell and Developmental Biology, University of Michigan Medical School, Ann Arbor, MI USA
- Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, MI USA
| | - Renuka Krishnapillai
- Department of Anatomy, Government Medical College, Thiruvananthapuram, Kerala India
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Pickles K, Ivanusic JJ, Xiao J, Durward C, Ryan AB, Hayes JA. Peer Tutoring for Anatomy Workshops in Cambodia. ANATOMICAL SCIENCES EDUCATION 2019; 12:82-89. [PMID: 30063805 DOI: 10.1002/ase.1804] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2017] [Revised: 04/22/2018] [Accepted: 05/20/2018] [Indexed: 06/08/2023]
Abstract
Historical loss of staff and teaching resources in Cambodia has resulted in significant challenges to anatomy education. Small group anatomy teaching opportunities are limited. A visit to Cambodia by a teaching team from the University of Melbourne in 2010 demonstrated it was possible to implement well-resourced anatomy workshops for this purpose. However, continuation of the workshop program was inhibited by the limited number of local teaching staff. In 2015, another team from the University of Melbourne returned to Cambodia to implement anatomy workshops that incorporated peer tutoring. The objective was to improve teacher-to-student ratios and to demonstrate that interactive anatomy workshops could be delivered successfully despite low staff numbers. The anatomy workshops were attended by 404 students of Medicine, Dentistry, Nursing, and Midwifery at the University of Puthisastra. Medical students were invited to act as peer tutors for nursing students. A five-point Likert scale questionnaire was used to determine student satisfaction with both the workshops and peer tutoring. The overwhelming majority were positive about the workshops and keen for them to continue. Almost all medical students who acted as peer tutors agreed or strongly agreed that this role increased their anatomical knowledge (98%) and confidence (94%). Most nursing students agreed or strongly agreed with statements that they would like peer tutoring to continue (94%) and that they would like to be peer tutors themselves (88%). This report demonstrates that peer tutoring could be an effective tool in educational settings where poor staff-to-student ratios limit delivery of interactive workshops.
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Affiliation(s)
- Kylie Pickles
- Department of Anatomy and Neuroscience, School of Biomedical Sciences, University of Melbourne, Victoria, Australia
| | - Jason J Ivanusic
- Department of Anatomy and Neuroscience, School of Biomedical Sciences, University of Melbourne, Victoria, Australia
| | - Junhua Xiao
- Department of Anatomy and Neuroscience, School of Biomedical Sciences, University of Melbourne, Victoria, Australia
| | - Callum Durward
- Department of Dentistry, Faculty of Health Sciences, University of Puthisastra, Phnom Penh, Cambodia
| | - Andrea B Ryan
- Department of Nursing, Faculty of Health Sciences, University of Puthisastra, Phnom Penh, Cambodia
| | - Jennifer A Hayes
- Department of Anatomy and Neuroscience, School of Biomedical Sciences, University of Melbourne, Victoria, Australia
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