Abstract
Introduction: Since 2006, one hospital has offered two clinical courses in obstetrics/gynaecology and paediatrics
to international (I) students. However, as I-student enrolment increased, the hospital faced cut-backs. As from 2010, I-team course evaluations therefore dropped to unacceptable levels and more I- than Danish (DK) students failed exams. Therefore, in 2012 we started a three-year internationalisation project (I-project) at two hospitals. The primary intervention was to pair training for I- and DK-students at clinical contact, and to offer an exclusive daily lecturer for I-teams.
Methods: We compared the course evaluations and exam grades of I-teams and DK teams for two years prior to (107 from I-teams – 211 participants from DK-teams) and during the I-project (245 participants from I-teams – 575 from DK-teams).
Results: During the I-project, the I-teams’ course evaluations increased to acceptable values and to levels comparable to the evaluation scores of DK-teams. Furthermore, I-students now considered that their communication with the patients was acceptable. Before the I-project, I-students had lower exam grades (median = 10 (range: 0-12)) than DK-students (10 (4-12)) (p = 0.03), but during the I-project, exam grades increased to the levels achieved by DK-students (10 (2-12) – 10 (0-12) (p = 0.22), and no more I- than DK-students failed exams (p = 0.51).
Conclusion: Pairing students for clinical training and allocating an exclusive lecturer for I-teams produced improved courses for internationalisation. Allocating an exclusive lecturer was associated with a cost of about 615 EUR per student per course when the team consisted of ten students.
Funding: The Capital Region of Denmark and the University of Copenhagen.
Trial registration: not relevant.
Methods: We compared the course evaluations and exam grades of I-teams and DK teams for two years prior to (107 from I-teams – 211 participants from DK-teams) and during the I-project (245 participants from I-teams – 575 from DK-teams).
Results: During the I-project, the I-teams’ course evaluations increased to acceptable values and to levels comparable to the evaluation scores of DK-teams. Furthermore, I-students now considered that their communication with the patients was acceptable. Before the I-project, I-students had lower exam grades (median = 10 (range: 0-12)) than DK-students (10 (4-12)) (p = 0.03), but during the I-project, exam grades increased to the levels achieved by DK-students (10 (2-12) – 10 (0-12) (p = 0.22), and no more I- than DK-students failed exams (p = 0.51).
Conclusion: Pairing students for clinical training and allocating an exclusive lecturer for I-teams produced improved courses for internationalisation. Allocating an exclusive lecturer was associated with a cost of about 615 EUR per student per course when the team consisted of ten students.
Funding: The Capital Region of Denmark and the University of Copenhagen.
Trial registration: not relevant.
| Originalsprog | Engelsk |
|---|---|
| Artikelnummer | A5244 |
| Tidsskrift | Danish Medical Journal |
| Vol/bind | 63 |
| Udgave nummer | 7 |
| Sider (fra-til) | 1-5 |
| Antal sider | 5 |
| ISSN | 1603-9629 |
| Status | Udgivet - jul. 2016 |
Fingeraftryk
Dyk ned i forskningsemnerne om 'A new model of paired clinical teaching of international and Danish medical students'. Sammen danner de et unikt fingeraftryk.Citationsformater
Cortes, D., Pinborg, A., Teilmann, G., Løkkegaard, E. C. L., Andersen, J., Westergaard, H. B., Andersen, S., Kling, J., Jørgensen, F. S., Jørgensen, I. M., Poulsen, J. H., Mola, G., Bergholt, T., Pryds, O., & Nilas, L. (2016). A new model of paired clinical teaching of international and Danish medical students. Danish Medical Journal, 63(7), 1-5. Artikel A5244. http://www.danmedj.dk/portal/page/portal/danmedj.dk/dmj_forside/PAST_ISSUE/2016/DMJ_2016_07/A5244