Self-identity discrepancy theory: Exploring returning South African Cuban-trained medical students sense of belonging [Scholarly Article - SAJHE, December 2022]

Title:

Self-identity discrepancy theory: Exploring returning South African Cuban-trained medical students sense of belonging

 

Authors:

B. M. Donda, University of KwaZulu-Natal, Durban Clinical and Professional Practice  

V. Singaram, University of KwaZulu-Natal Clinical and Professional Practice  

R. Hift, University of KwaZulu-Natal Clinical and Professional Practice

 

Published:

South African Journal of Higher Education, Volume 36, Number 6 (26 December 2022)

https://www.journals.ac.za/index.php/sajhe/article/view/5526

Abstract:

Background: The Nelson Mandela-Fidel Castro Collaboration programme (NMFCMC) between South Africa and Cuba was established in 1996. South African students, undergo five years of medical training in Cuba and finish the final eighteen months of training in South Africa. These students experience academic difficulties on their return.  

 

Methods: All twelve NMFCMC students enrolled at the University of KwaZulu-Natal in 2015 participated in this study. Data were elicited using focus group interviews, narrative interviews, found photovoice and the Collage Life Story Elicitation Technique.  

 

Results: Challenges faced by participants resulted in identity discrepancy, which in turn promoted unfavourable attitudes, affect, psychological and physical behaviours towards participants’ belongingness.  

 

Conclusion: Returning NMFCMC students experienced difficulties in assimilation due to identity discrepancies and frustrated sense of belonging. Focusing on reinforcing positive aspects of identity, and interpersonal relationships through moderating the tendency of local teachers and students to emphasise the “otherness” of the NMFCMC student is crucial.

 

Factors That Predispose Undergraduates to Mental Issues: A Cumulative Literature Review for Future Research Perspectives [Scholarly Article - Frontiers in Public Health, February 2022]

Title:

Factors That Predispose Undergraduates to Mental Issues: A Cumulative Literature Review for Future Research Perspectives 

 

Authors:

Pierpaolo Limone & Giusi Antonia Toto

Learning Science Hub, University of Foggia, Foggia, Italy

 

Published:

Frontiers in Public Health, 16 February 2022

https://www.frontiersin.org/articles/10.3389/fpubh.2022.831349/full

 

Abstract:

Distress and mental health issues among college students is an emerging topic of study. The aim of this research work is to illustrate academic and social risk factors and how they prove to be predictors of anxiety and depressive disorders. The methodology used is a cumulative literature review structured over 10 systematic phases, and is replicable. Showing considerable potential for cumulative research, the relevance of this study reflects the concern of the academic community and international governments. The articles selected range from categorization of disorders in relation to mental health, to reporting the condition of rhinestones and difficulties of students in university contexts. In conclusion, the research focusses upon predisposing, concurrent or protective factors relating to the mental health of university students, so that institutions can act on concrete dynamics or propose targeted research on this topic.

COVID-19 and Medical Education in Ghana: Assessing the Impact - by E Asumanu & L Tsevi [Preprint - medRxiv, 2021]

Title:

COVID-19 and Medical Education in Ghana: Assessing the Impact 

Authors:

Edward Asumanu & Linda Tsevi

Published:

medRxiv, 12 March 2021

[This article is a preprint and has not been certified by peer review.]

https://www.medrxiv.org/content/10.1101/2021.03.11.21253306v1

 

Abstract:

Medical education in Ghana has been affected in many ways by the onslaught of the COVID-19 pandemic. Though the pandemic has affected both preclinical and clinical segments of medical education, the effect has been felt more at the clinical stage. Medical students on vacation who started their clinical training abroad could not return to their destination of study to complete their programme because of COVID-19 linked travel restrictions. This qualitative study examined how COVID-19 impacted on teaching and learning at a public higher education institution offering clinical medical education in Ghana for over 200 medical students. These medical students were from three different higher education institutions with varied curriculum outcomes. Thus, for them to be considered as a single group required innovativeness on the part of administrators. Open-ended interviews were held with administrators and the outcome indicated that salient aspects of the clinical training process had been impacted. These included administration of clinical education, curriculum, student learning, student assessment and code of practice. As a result of the pandemic, student learning shifted from traditional face to face interaction to online learning at the beginning. Some of the administrative challenges that ensued included the need for reduced number of students per tutor and introduction of afternoon sessions with a limited budget. The paper concludes that COVID-19 has been disruptive to traditional medical education in Ghana. However, the novel learning processes may provide opportunities to increase access to medical education using a phased system of learning. The findings from this study should have implications for policy and contribute to the discourse on blended learning in medical education in Ghana while ensuring that quality is maintained in all instances.

BMC Medical Education (2020) - Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challlenges, and perspectives

Title: 

Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challlenges, and perspectives

Authors:

Mahmoud Al-Balas, Hasan Ibrahim Al-Balas, Hatim M. Jaber, Khaled Obeidat, Hamzeh Al-Balas, Emad A. Aborajooh, Raed Al-Taher & Bayan Al-Balas

Published:

BMC Medical Education, 2 October 2020

https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02257-4

Background [from the Abstract]:

As COVID-19 has been declared as a pandemic disease by the WHO on March 11th, 2020, the global incidence of COVID-19 disease increased dramatically. In response to the COVID-19 situation, Jordan announced the emergency state on the 19th of March, followed by the curfew on 21 March. All educational institutions have been closed as well as educational activities including clinical medical education have been suspended on the 15th of March. As a result, Distance E-learning emerged as a new method of teaching to maintain the continuity of medical education during the COVID-19 pandemic related closure of educational institutions. Distance E-Learning is defined as using computer technology to deliver training, including technology-supported learning either online, offline, or both. Before this period, distance learning was not considered in Jordanian universities as a modality for education. This study aims to explore the situation of distance E-learning among medical students during their clinical years and to identify possible challenges, limitations, satisfaction as well as perspectives for this approach to learning.