This document discusses a study exploring the perspectives of international students undertaking a research year in an Australian undergraduate medicine program. The study aimed to identify the key elements contributing to students' successful completion of the research year. Students identified a range of personal and professional needs according to Maslow's hierarchy of needs. Their needs correlated with the research process and addressed transitioning across boundaries into a new academic setting and workplace research environment. Fundamental needs like belonging were most important for international students. The research year requires different needs than conventional academic study, and international students face additional challenges accommodating these needs.
Research for Medical Students: Luxury or Necessity?Sohail Bajammal
An invited keynote speech, delivered on April 22, 2014 at the 4th Medical Students Research Symposium, Faculty of Medicine ay King Fahd Medical City, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.
It argues the necessity of research methodology teaching in medical schools.
Research for Medical Students: Luxury or Necessity?Sohail Bajammal
An invited keynote speech, delivered on April 22, 2014 at the 4th Medical Students Research Symposium, Faculty of Medicine ay King Fahd Medical City, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.
It argues the necessity of research methodology teaching in medical schools.
Get registered for one-day E-Learning workshop on “Best practices to publish with special session on data sharing and methodology of systematic reviews” to be organized by TSDP at Singapore.https://goo.gl/JTc4en
Digital Higher Degree Research (HDR) Scholarly Support and Community BuildingJennifer Rowland
My slides from paper/talk #88 at the 2018 Quality in Postgraduate Research Conference, Adelaide, Australia. All about supporting our research students in the Faculty of Medicine and Health Sciences at Macquarie University.
Get registered for one-day E-Learning workshop on “Best practices to publish with special session on data sharing and methodology of systematic reviews” to be organized by TSDP at Singapore.https://goo.gl/JTc4en
Digital Higher Degree Research (HDR) Scholarly Support and Community BuildingJennifer Rowland
My slides from paper/talk #88 at the 2018 Quality in Postgraduate Research Conference, Adelaide, Australia. All about supporting our research students in the Faculty of Medicine and Health Sciences at Macquarie University.
MedEdPORTAL, a Peer-Reviewed Journal and Online Resource for Teaching and Lea...SC CTSI at USC and CHLA
Date: June 5, 2019
Speaker:
Grace Huang, MD, an associate professor of medicine at Harvard Medical School (HMS), a hospitalist at Beth Israel Deaconess Medical Center in Boston, and Editor-in-Chief at MedEdPORTAL
Overview: This webinar will introduce a MEDLINE-indexed, open-access journal that allows researchers to leverage existing digital educational materials from other institutions and to get scholarly credit for those materials they share.
By Hazel SmithThe Doctoral IdentityEssential QuestionsTawnaDelatorrejs
By Hazel Smith
The Doctoral Identity
Essential Questions
What are some common reasons that individuals choose to seek a doctoral degree?
What academic and professional dispositions should doctoral learners embrace and demonstrate?
How are expectations for learners different at a master’s level than the doctoral level?
In reviewing one’s weekly commitments, how much time and rigor will the dissertation journey require?
What is the role of the scholar versus the practitioner?
What is scholarly writing and what does this mean for the doctoral learner?
Introduction
Individuals embarking on a doctoral journey are novice researchers. Novice researchers encounter multiple
academic demands couched in an intensive scholarly culture (Baker & Pifer, 2011). The ease with which
doctoral learners adapt to these changes and demands is predictive of their completion rates. In essence, the
doctoral journey is much more intense than prior academic programs. Therefore, learners can expect multiple
personal, emotional, and academic challenges. This chapter focuses on developing and internalizing the
doctoral identity that emerges from being a novice doctoral learner at the beginning of a program, to becoming
an in�uential scholar who actively contributes to a specialized discipline upon graduation.
Reasons for Pursuing a Doctorate
According to Ivankova and Stick (2007), a con�uence of elements motivate learners to pursue a doctoral
degree. For some, motivators may be intrinsic, such as the desire to acquire additional academic skills or to
engage in the thrill of authentic research. The desire to deepen already acquired knowledge coupled with the
drive to research unchartered areas in a given �eld underpins these intrinsic elements. Extrinsic reasons such
as the desire to embark on a new career cause others to pursue a doctorate. According to Ivankova and Stick
(2007), here are some of the common reasons for pursuing a doctorate:
To increase earning potential
To enhance professional self-esteem and con�dence
To earn respect from peers and colleagues
To expand scholarly writing skills couched in peer reviews and feedback
To hone research and publishing expertise
To acquire professional collaboration skills in higher education
To improve interpersonal communication skills
To �nd one’s purpose and thirst for knowledge
To contribute original research to the knowledge based in one’s �eld of interest
To demonstrate intellectual potential
To achieve long-term professional goals.
In sum, learners have many intrinsic and extrinsic reasons for pursuing a doctorate. While the reason differs
for each individual, keeping the reason in focus helps retain momentum as the program moves along.
Professional Dispositions of Doctoral Learners
The College of Doctoral Studies (CDS) at Grand Canyon University (GCU) has laid out comprehensive
dispositions, or characteristics, for learners to adopt as they embark on and undertake their doctoral deg ...
Ten Ways you can Support Undergraduate Research in STEM and BeyondCIEE
This session will focus on steps study abroad professionals can implement before, during, and after a student's study abroad experience to support undergraduate research abroad. Panelists will provide an overview of the state of support for undergraduate research, and, based on the strengths and weaknesses of current practice, make 10 suggestions to improve the research experience for students studying abroad. Attendees will be able to understand current successes and challenges in supporting students as they conduct research during study abroad and identify ways study abroad professionals can help.
Explore essential factors for selecting a medical school in Africa. Accreditation, curriculum, clinical training, faculty qualifications, research opportunities, facilities, and more.
Rethinking the dissertation: avoiding throwing the baby out with the bathwater.Simon Haslett
Handout to accompany the keynote workshop by Professor Mick Healey (University of Gloucestershire) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. The accompanying slidecast presentation may be found at http://www.slideshare.net/stemwales/rethinking-the-dissertation
New perspectives to improve
fairness and equity in PGR
assessment criteria. Dr Paulina Rodriguez Anaiz, Margaret James, Danielle Watkis, Tanne Heathershaw, Lauren Russell, Dr Benjamin Ajibade,Dr Bukola Oyinloye and Professor Kathryn Arnold.
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
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.