Changing states Transmogrification_Revised 27113013
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Changing states Transmogrification_Revised 27113013
- 1. Medicine, Nursing and Health Sciences Changing states: Crossing the boundaries between academic and workplace settings for international students in medical Ms Jennifer Lindley Dr Juanita Fernando The 6th Jakarta Meeting on Medical Education December 6- 8, 2013
- 2. Background Monash MBBS program provides an option for an elective research year for students at an honours level To date 8 cohorts of international students have undertaken this one year program in Australia Experiences of students undertaking study in overseas settings is well documented International students undertaking the research year cross transnational boundaries and also move from academic settings into research workplaces 2
- 3. 3 Aim To explore the perspectives of international students undertaking a research year in an Australian undergraduate medicine program To identify key elements that contribute to the ability of international students to successfully complete a research intensive year of study
- 4. Methodology Only international students undertaking a research project year were included Qualitative data was collected using focus group discussions Data was collected from 5 cohorts comprising a total of 80 students Students were asked to reflect upon their needs to successfully complete the research year Students were asked to use Maslow’s hierarchy as a framework to ‘rank’ their self-identified needs 4
- 5. Maslow’s hierarchy of needs 5 McLeod, S. A. (2007). Maslow's Hierarchy of Needs - Simply Psychology. Retrieved from http://www.simplypsychology.org/maslow.html
- 6. Data 6 Data Results Project Supervisor Knowledge Research skills Technical/Practical skills Writing skills Presentation skills Communication skills Luck Family Time Space Skills Motivation Computer / Internet / Software Data Coffee / Sweets Ethics Approval Specific knowledge & skills Critical friends Relevant academic literature Thesis (completion) More coffee/cakes Fundamental needs Highest order needs
- 7. Analysis 7 Data Results Project Supervisor Knowledge Research skills Technical/Practical skills Writing skills Presentation skills Communication skills Luck Family Time Space Skills Motivation Computer / Internet / Software Data Coffee / Sweets Ethics Approval Specific knowledge & skills Critical friends Relevant academic literature Thesis (completion) More coffee/cakes Belonging Self - Actualization Physiological Self esteem Safety
- 9. Discussion Students were able to identify a range of personal and professional needs that they deemed significant for a research year. Needs correlated to the chronological process of undertaking the research year Research environments have specific ways of working that differ to academic and clinical settings Access to a suitable project and a quality supervisor were seen as a key need for success For international students, needs associated with belonging appear to be the most fundamental 9
- 10. Conclusion International students can articulate a range of needs that support successful outcomes for research based study/learning which are mediated by a hierarchy of needs These needs can be categorised as addressing changes across two broad domains: – Transition across transnational boundaries into a different academic setting – Moving into a research workplace environment Needs for undertaking a research based year of study are different to those required for conventional academic study International students face a more complex process to accommodate these challenges 10
Editor's Notes
- Most students from Jakarta Students had completed 2 years or more of a medicine course that comprised learning in traditional academic environments and clinical settings.
- Maslow’s framework suggests that individuals have a set of needs that must be met if self-actualization and personal growth, which include learning, are to occur.1 These needs include physiological and survival needs; needs for safety and protection; social needs of love and belonging; and the need for respecting oneself and others, and to be respected (esteem). 1. Maslow A. A theory of human motivation. Psychol Rev. 1943;50:370-396
- Students were asked to describe the needs that would need to be met in order to assist/ensure successful completion of the research intensive year that they were undertaking. They were then asked to rank these needs in order to construct a ‘hierarchy of needs’ relevant to their situation as international students undertaking a year long research project at Honours level. A range of unmet needs were identified – including some humorous references to social networks and support such as ‘Coffee and cakes’ with friends and culturally specific concepts such as ‘Luck’. Other particular needs related space and equipment, understanding the work protocols for technical skills and access to laboratory equipment, academic skills, clearly defined project and appropriate supervision.
- The data provided by the students could be correlated to the domains described by Maslow. However for these international students needs relating to belonging and being part of the research group together with family support were perceived as the most fundamental needs. This was followed by needs relating to provision of space, access to laboratory equipment and instruction in its use. Obtaining ethics approval for projects, acquiring data and results and having computing resources provided a sense of stability and could be deemed safety needs. Self esteem was the second highest need and related to having the necessary communication skills to write and present their research work. Critical friends who could provide constructive help as well as positive feedback supported the development of self esteem. Self –actualization was perceived as being successful completion of the research thesis.
- For these students moving across transnational borders face a number of challenges. In their home location they have successfully traversed the change of state from the traditional academic environment into the clinical setting. Moving across a transnational provides significant challenges and unmet needs which need to be accommodated if the students are to be successful in new academic and clinical settings. The move into research environments is mediated by another specific set of needs which relate specifically to ways of working. Students felt that they almost needed to transmogrify and become entirely ‘new’ individuals to negotiate the demands of a research based year.