Exploring the experiences and coping strategies of international medical students

<p>Abstract</p> <p>Background</p> <p>Few studies have addressed the challenges that international medical students face and there is a dearth of information on the behavioural strategies these students adopt to successfully progress through their academic program in the face of substantial difficulties of language barrier, curriculum overload, financial constraints and assessment tasks that require high proficiency in communication skills.</p> <p>Methods</p> <p>This study was designed primarily with the aim of enhancing understanding of the coping strategies, skill perceptions and knowledge of assessment expectations of international students as they progress through the third and fourth years of their medical degree at the School of Medicine, University of Tasmania, Australia.</p> <p>Results</p> <p>Survey, focus group discussion and individual interviews revealed that language barriers, communication skills, cultural differences, financial burdens, heavy workloads and discriminatory bottlenecks were key factors that hindered their adaptation to the Australian culture. Quantitative analyses of their examination results showed that there were highly significant (p < 0.001) variations between student performances in multiple choice questions, short answer questions and objective structured clinical examinations (70.3%, 49.7% & 61.7% respectively), indicating existence of communication issues.</p> <p>Conclusions</p> <p>Despite the challenges, these students have adopted commendable coping strategies and progressed through the course largely due to their high sense of responsibility towards their family, their focus on the goal of graduating as medical doctors and their support networks. It was concluded that faculty needs to provide both academic and moral support to their international medical students at three major intervention points, namely point of entry, mid way through the course and at the end of the course to enhance their coping skills and academic progression. Finally, appropriate recommendations were made.</p

Self-Construals in Situational Context: Disaggregating Behaviours and Intentions Using Sinha et al.’s (2002) Decision-Making Scenarios

The present study examined the influence of independent and interdependent self-construals and social context on decision-making using a set of hypothetical scenarios. Following the methodology of Sinha et al. (J Psychol 37(5):309–319, 2002. https://doi.org/10.1080/00207590244000124), a sample of Canadian undergraduate students was presented with 16 decision-making scenarios. Scenarios were divided into two clusters depending on interaction target: nine scenarios related to conflict between personal needs versus family and friends, and seven scenarios related to conflict between personal needs versus community or society. Participants were asked to choose one of five responses: collectivist behaviour with collectivist intent, individualist behaviour with individualist intent, collectivist behaviour with individualist intent, individualist behaviour with collectivist intent, or a mix of collectivist and individualist behaviours and intentions. Participant self-construal was measured orthogonally using Singelis’ (Personal Soc Psychol Bull 20(5):580–591, 1994) Self-Construal Scale. The results suggest that a complex mix of self-concept, situation, and interaction target influenced participant behaviours and intentions. Biggest differences were observed between participants who scored high on one construal and low on the other: those who were more independent were more likely to choose individualist behaviours and intentions, and those who were more interdependent tended to choose more collectivist options. Interdependent self-construal was found to curtail individualist intentions, but not behaviour. Both independent and interdependent participants made collectivist choices towards family and friends as opposed to the greater community. The results have implications for studying the influence of self-concept and cultural norms on behaviour