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Resumen (analítico) En este artículo se explora una serie de experiencias escolares que viven las y los jóvenes de secundaria que, después de haber estado por un tiempo significativo en escuelas estadounidenses, han retornado y ahora cursan estudios en instituciones mexicanas. La metodología utilizada fue cualitativa; se empleó un cuestionario sociodemográfico y se tomó como punto de partida la etnografía escolar. La población estuvo conformada por veinte estudiantes retornados de cinco secundarias públicas de Mexicali, Baja California, a quienes se les aplicó el cuestionario. Asimismo, se realizaron nueve entrevistas en profundidad. Los principales resultados obtenidos señalan la clasificación de las experiencias escolares identificadas por los propios estudiantes retornados, divididas en infraestructura de la escuela, discontinuidad del sistema educativo y cultura escolar.
Abstract (analytical) This paper describes the secondary school experiences of Mexican young people after having spent a significant period of time attending American schools. The methodology used in the study was qualitative, supported by a sociodemographic survey inspired based on an ethnography of the schools. The population for the study consisted of 20 returned students studying in five public schools in Mexicali, Baja California, who responded to the questionnaire; besides. Nine indepth interviews of these students were conducted. The responses of the returned students highlighted differences in school infrastructure, discontinuity in the educational system and school culture.
Resumo (analítico) Neste artigo exploram-se as experiências escolares de jovens mexicanos de ensino médio retornantes ao sistema de ensino mexicano após longos períodos de imigração nos Estados Unidos. A metodologia utilizada é qualitativa, apoiada num questionário sociodemográfico e inspirada na etnografia escolar, enquanto a população do estudo consistiu de 20 estudantes retornantes localizados em cinco escolas públicas de ensino médio em Mexicali, Baja California, com quem o questionário foi trabalhado. Além disso foram aplicadas nove entrevistas em profundidade. O principal resultado obtido é a classificação das experiências escolares identificadas pelos proprios estudantes retornantes, dividindo-se na infraestrutura da escola, a discontinuidade do sistema educacional e na cultura escolar.
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Students , Surveys and Questionnaires , PopulationABSTRACT
Resumen Introducción. En las universidades chilenas, ha aumentado notablemente la cantidad de estudiantes extranjeros que realizan intercambios universitarios. Un gran número de ellos proviene de países no hispanohablantes. Objetivos. Conocer las dificultades que perciben los académicos (de tres ámbitos disciplinares: Humanidades, Ciencias Sociales e Ingeniería) en los alumnos extranjeros y delimitar los géneros académicos representativos que deben producir los estudiantes durante el intercambio universitario. Materiales y métodos. Se llevó a cabo un estudio cuantitativo de diseño transeccional descriptivo mediante la aplicación de un cuestionario, en línea, a 44 académicos de una universidad chilena. Resultados. La principal dificultad observada por los académicos corresponde a un nivel deficiente de español y en cuanto a los géneros representativos que deben producir los alumnos destacan los géneros escritos: ensayo (Ciencias Humanas) e informe de laboratorio (Ciencias de la Ingeniería) y los géneros orales: exposición oral, participación en debates (Ciencias Humanas) y presentación oral (Ciencias de la Ingeniería). Conclusiones. Se necesita que las universidades delimiten y exijan un nivel de español que permita a los estudiantes extranjeros (no nativos de español) desempeñarse en el ámbito académico. Además, se debe enseñar a los alumnos extranjeros a producir textos escritos y orales en español.
Abstract Introduction. The number of international students who make university exchanges in Chilean universities has increased considerably. A large number of them come from countries whose native language is not Spanish. Objectives. To know the difficulties of international students (from three disciplinary fields: Humanities, Social Sciences, and Engineering) as perceived by academics, and define the representative academic genres that students should produce during the university exchange. Materials and methods. A quantitative study using a descriptive transectional design was carried out by applying an online questionnaire to 44 academics from a Chilean university. Results. The main difficulty observed by the academics corresponds to a deficient Spanish level, and regarding the representative genres that they must produce, in the written genres stand out: essay (Human Sciences) and laboratory report (Sciences of Engineering) and in oral genres: debates (Human Sciences) and oral presentation (Sciences of Engineering and Human Sciences). Conclusion. Universities need to define and require a Spanish level that allows international students (non-native Spanish) to perform sufficiently in the academic field. In addition, international students must be taught to produce written and oral texts in Spanish.
Resumo Introdução. Nas universidades chilenas, o número de estudantes estrangeiros que fazem intercâmbios universitários aumentou notavelmente. Um grande número deles vem de países que não falam espanhol. Objetivos. Conhecer as dificuldades percebidas pelos acadêmicos (de três áreas disciplinares: Ciências Humanas, Ciências Sociais e Engenharia) em estudantes estrangeiros e definir os gêneros acadêmicos representativos que estes alunos devem produzir durante o intercâmbio universitário. Materiais e métodos. Um estudo quantitativo a partir de desenho transectional descritivo foi realizado por meio da aplicação de um questionário, on-line, a 44 acadêmicos de uma universidade chilena. Resultados. A principal dificuldade observada pelos acadêmicos corresponde a um nível deficitário de espanhol e aos gêneros representativos que devem produzir, a saber, os gêneros escritos: ensaio (Ciências Humanas) e relatório de laboratório (Ciências da Engenharia) e gêneros orais: exposição oral, participação em debates (Ciências Humanas) e apresentação oral (Ciências da Engenharia). Conclusões. As universidades precisam definir e exigir um nível de espanhol que permita que estudantes estrangeiros (não falantes de espanhol como língua nativa) atuem no campo acadêmico. Além disso, os estudantes estrangeiros devem aprender a produzir textos escritos e orais em espanhol.
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Objective To determine the effect of participatory teaching method in the Clinic teaching of internal medicine for MBBS students. Methods The 60 MBBS students were divided into group A and B, 30 students in each group. Participatory teaching was done in group A, and traditional teaching was carried out in group B,and the effects of the two types of teaching methods were compared. Results In the clinic teaching of internal medicine, the effects in improving students' clinical thinking and practical ability, creativeness, initiative and efficiency were better in the participatory teaching method than in traditional teaching method (P＜0.05) . Conclusion The effects of participatory teaching in the clinic teaching of internal medicine for MBBS students was better than the traditional teaching.
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After a description of the basic situation of medical literature retrieval course for foreign undergraduates studying in Sun Yat-sen University, the problems in their teaching contents and teaching methods were pointed out with measures proposed for improving the teaching of their medical literature retrieval course.
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Objective To evaluate the effect of TBL (team-based learning) method in pharmacology teaching for the foreign students of clinical medicine. Methods In the course of pharmacology teaching of the foreign students of clinical medicine, TBL method was performed in the 2012-year students and tradi-tional teaching method was performed in the 2011-year students. After the teaching, students' grades in the ordinary performance, their final exam scores and their evaluation of the two teaching methods were com-pared. Graph pad 5 was used to analyze the data and the t test was performed. Results The average ordi-nary performance of the students with TBL was significantly higher than that with the traditional teaching [(84.94 ±12.66) vs. (72.30 ±4.90), P=0.000] and the final examination scores were significantly im-proved [(74.00±6.76) vs. (69.00±6.20), P=0.023]. The survey showed students were more satisfied with the TBL teaching mode than traditional teaching mode [(8.40±0.71) vs. (7.12±1.07), P=0.000]. Conclusion TBL teach-ing mode can effectively improve the pharmacology teaching effect of foreign students.
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With the continuous promotion of educational level and international exchange, more and more foreign students come to China to learn medicine. The Ministry of education has set up more advanced and higher educa-tional aims for foreign students.As one of the most important fundamental courses in medicine,physiology is a high-theoretical,specialty -practical and strong-abstract course. Therefore, combined with the characteristics and lan-guage abilities of foreign students,the most urgent task is to develop a more feasible teaching plan by carefully se-lecting and writing textbooks, setting up multiple teaching methods, and inviting objective evaluation and assessment systems.
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With the continuous promotion of educational level and international exchange, more and more foreign students come to China to learn medicine. The Ministry of education has set up more advanced and higher educa-tional aims for foreign students.As one of the most important fundamental courses in medicine,physiology is a high-theoretical,specialty -practical and strong-abstract course. Therefore, combined with the characteristics and lan-guage abilities of foreign students,the most urgent task is to develop a more feasible teaching plan by carefully se-lecting and writing textbooks, setting up multiple teaching methods, and inviting objective evaluation and assessment systems.
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Objective To investigate the general information such as study motivation, study de-mand, and encountered difficulties of foreign medical postgraduates in China. Methods 45 medical post-graduates in Chongqing Medical University participated in this survey in February 2014. The questionnaire consisted of 19 questions, including study motivation, the reasons to learn in China, language proficiency, study expectation, satisfaction rate, and future career plan. In total, 45 questionnaires were handed out, and 42 (93%) were recovered. Results All respondents (42 persons) had already acquired medical license in their own countries. 45%of them (19 persons) had obtained bachelor’s degree in other university and were attracted by the reputation of Chongqing Medical University. 50% of respondents (21 persons) considered language barrier as the biggest problem in their learning process. 60%(25 persons) were generally satisfied with their postgraduate education in China. And lack of clinical practice opportunity was ranked as the No. 1 reason of dissatisfaction (54%, 23 persons). Conclusion Language barrier as well as lack of clinical practice opportunity is the biggest two problems encountered by foreign medical postgraduates in China. Although Chongqing Medical University has gained a lot of experience in foreign medical postgraduate education, improvements regarding training program and mentor selection should still be made.
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Objective To investigate the restrictive factors in the development of foreign medical education. Methods From the years 2011 to 2013, 350 foreign students conducted a questionnaire survey in Chongqing Medical University, and recovered 339 valid questionnaires. Results Only 33.0%(112/339) students thought that the teacher's English was fluent and 70.2% (238/339) needed to add Chinese class. Additionally, 69.6% (236/339) and 63.1% (214/339) students considered theoretical knowledge and practi-cal experience were not enough. 92.3%(313/339) students came from developing countries in Southeast Asia. 86.1%(292/339) foreign students considered that university management was insufficient. Conclusion The survey found the restrictive factors included students' demand for English and Chinese, lack of medical ex-pertise and practice, the problem of student sources and daily management difficulties and so on.
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Objective The exam quality of ‘Probability’ course for foreign medical undergraduates was analyzed,aiming at providing some reference for the improvement of the student evalua-tion system and course quality.Methods The ‘Probability’ course exam scores of 167 foreign un-dergraduates of 2014 batch were collected,the students were divided into two classes according to their entrance date,the former part class A consisted of 90 students,the latter part class B consisted of 77 students.The reliability of the test paper was judged according to Cronbach's α,Hotelling's T2 and Pearson correlation coefficient.The Spearman correlation analysis was adopted to evaluate the cor-relation between the question items.For the two classes,the impact of the entrance time on the test scores was explored on the basis of Student's t-test of question item scores and the total scores.Results The average score of the course exam was 82.587 points with the standard deviation of 13.520,Kol-mogorov-Smimov statistic was 1.627 (P=0.010),the exam scores could not follow normal distribution.The Cronbach's α for the exam paper was 0.808,the standardized Cronbach's α was 0.815.The Spearman correlation coefficients between the five question items were all with statistical significance and varied from 0.315 to 0.657.As the students were divided into two classes according to their entrance date,for the ‘Probability’ section scores of the latter batch students were less than the scores of the former batch,with the difference 4.017 points,the same situation was also found that all the five items in the ‘Probability’ section.Conclusions The entrance time for the foreign medical freshman has an impact on their exam scores,suggesting that more attention should be paid to those students.
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With the globalization of higher education,the scale of foreign medical students in China has been increasing year by year.Clinical external teaching is an important connection between medical theoretical study and clinical practice.Digestive diseases are complicated and may need endoscopic therapy.Therefore,the external education for foreign students in gastroenterology has its distinctive characteristics.In recent years,in training foreign students,the gastroenterology department of our hospital has effectively improved the teaching effect by carrying out the teaching of endoscopy,establishing one plus one peer teaching,using multimedia assisted teaching of audio-visual materials,and paying more attention to improving the training teachers' English.
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This study characterizes the foreign students with tuberculosis (TB) registered in Japan from 2010 to 2014 and compares their TB notification rates with those in their countries of origin. The TB notification rates in foreign students were retrieved from the National Epidemiological Surveillance of Infectious Disease system in Japan. National TB notification data from 16 countries and areas were extracted from the World Health Organization’s and the official health websites of the countries and areas. There were 1128 foreign students in Japan who developed TB between 2010 and 2014; nearly half of the cases were from China ( = 530, 46.9%), and 688 (61.0%) were male with a median age of 23 years. The TB notification data for foreign students were highest in students from the Philippines (675/100 000 person years, 95% confidence interval: 372–977). The notification rates in foreign students from seven countries were significantly higher than the average notification rate in their countries of origin (China, Indonesia, Mongolia, Myanmar, Nepal, the Philippines and Viet Nam). The Republic of Korea and Taiwan, China had significantly lower rates in foreign students than in their countries of origin. The notification rates for foreign students in Japan may reflect a more accurate risk of developing TB among the immigrants to Japan than the TB notification rates in their countries of origin. These results may be helpful to identify the immigrants’ countries/areas of origin with the necessity of pre-entry TB screening.
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A problemática da internacionalização da investigação e do ensino tem surgido como importante e atual em várias áreas e diferentes modelos teóricos; destaca-se, no entanto, a escassez de investigações e a necessidade de aprofundamento das existentes. O objetivo geral desta conferência foi considerar especificidades da internacionalização da investigação e do ensino em Psicologia e Educação, centradas, sobretudo, na relação Brasil-Portugal. Falar da dimensão transnacional da investigação e do ensino implicou considerar variáveis como educação e valores, humanização, democratização, fragilidades, investimentos, espaços de conhecimento, visibilidade, avaliação, projetos e acordos bilaterais. O problema de pesquisa foi o seguinte: Como se processam as relações entre essas variáveis a fim de que sejam atendidas as múltiplas interações que as condicionam e de que sejam levantados desafios globais e buscas de interação Brasil-Portugal? O conceito de internacionalização da educação superior surge com uma diversidade de termos relacionados e várias fases de desenvolvimento. A internacionalização foi conceitualizada como trocas internacionais relacionadas com a educação, e a globalização foi entendida como uma fase avançada do processo de internacionalização. Constatou-se a falta de estudos empíricos, embora se encontrem perspectivas conceituais que deixam antever hipóteses de respostas aos problemas de afirmação da Psicologia e da Educação, nos desafios derivados da internacionalização da investigação e do ensino em geral, e no espaço de conhecimento luso-americano. Pôde constatar-se que, ao longo da história, o maior erro da educação e da ciência foi "dar ajuda ao mais potente" na guerra e na fome. Conclui-se que urge humanizar a ciência e, internacionalizando-a, levá-la aos cidadãos, qualquer que seja o país onde se encontrem. Implicações sociopolíticas são referenciadas, bem como sugestões de intervenção, rumo a uma educação para todos...
The issue of internationalization of research and teaching has arisen of teaching and research internationalization as important and current in different domains and theoretical models, despite the lack of studies and the necessity of deepening the existing ones. The main purpose of this conference was to consider some specificities of teaching and research internalization in psychology and education, teaching and research focusing on the relationship between Portugal and Brazil. To address the transactional dimension of teaching and research implied considering variables such as education and values, humanization, democratization, fragilities, investments, knowledge environments, visibility, assessment, projects and bilateral agreements. The problem considered was: how do relationships between these variables occur, considering the multiple interactions that constrain them, the global challenges, and the search for Portugal-Brazil interactions? The concept of higher education internationalization has emerged encompassing a diversity of related notions and several development phases. Internationalization was conceptualized as international exchanges related to education, while globalization was understood as an advanced phase of the internationalization process. The lack of empirical studies was observed, although some conceptual perspectives suggest hypothesis to address psychology and education affirmation difficulties, when responding to the challenges posed by teaching and research internationalization, both in general and in the Luso-American knowledge sphere...
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Humans , Education , Universities , Foreign Professional Personnel , Psychology/educationABSTRACT
Traditional Chinese Medicine as a rare heritage from our progenitor is becoming more and more important in the world. A lot of foreign students have come to China for learning TCM , and the number of foreign students has increased with time. A lot of issues occur during the teaching process for the foreign students. The problems including the source of students' quality, language, teaching material and clinic practice during the teaching process for the foreign students were ana-lyzed in the article, and the resolutions according to the problems were put forward to attract more and more foreign students to learn TCM and promote TCM in the world.
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Six years' English teaching in department of obstetrics and gynecology in Wenzhou Medical College were reviewed. Language and cultural differences are the main reasons hindering teaching quality. Rational use of a variety of teachers,preparing for lessons adequately,adoption of English image data,supplying and revising English teaching materials,using network auxiliary teaching and forming ef-fective education mode are conducive to improving English teaching quality in department of obstetrics and gynecology for foreign students.
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China Three Gorges University(CTGU) started undergraduate medical education for foreign students since 2004. Over the years,through continuous interaction with coordinators,CTGU grad-ually transited from passive teaching to active teaching. Firstly we determined basic principles,objectives and requirements of talent training programme. Secondly,we strengthen Chinese language teaching, reasonably adjusted professional curriculum and teaching content,added basic medical courses and rea-sonably arranged clinical practice based on the concrete situation in our country. in order to make the cur-riculum system consistent with the require-ments of talent training.
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Influx of foreign students in Malaysia calls for a study on safety of food in Malaysia restaurants as perceived by them. This study aims to investigate perception of foreign students regarding food safety and personal hygiene practice of food handlers in Malaysia restaurants. A six sections Likert scale questionnaire was used. A total of 350 questionnaires were distributed during this study between March 2011 and March 2012 to the international students from 26 countries of the world in various public and private institutions of higher learning in Klang Valley, Malaysia. Among the distributed questionnaires, only 155 were correctly filled, retrieved and analyzed. Ninety-one respondents (59%) were male while 63 (41%) were females. A total of 107 (69%) were undergraduates and 29 (19%) were postgraduate students. One hundred and thirty-nine (90%) respondents were local or foreign restaurants. Eleven respondents (7%) did not patronize any of the restaurants. Among factors influencing choice of restaurants are closeness to residence, price of food and quality of food were the most important factors 62 (38%). Twenty-seven (28%) eat in restaurants because of the similarity of the food to that of their home country. Of the most preferred food, Nasi ayam, 89 (57%) top the list, next was Nasi goreng ayam, 14 (14%) and African food, 23 (15%). Nasi lemak was the least food preferred 3 (2%). A total of 104 (67%) respondents were of the opinion that handlers kept short nails, 91 (59%) do not pick nose, 108 (55%) stated that food handlers cough or sneeze while handling food. Ninety-eight respondents (64%) also stated that serving of food with unprotected hands were observed. The result of this study showed that although food handlers are aware of the need for personal hygiene, more awareness needs to be created.
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Food Safety , Foodborne Diseases , Students , Emigrants and Immigrants , Hygiene , Restaurants , MalaysiaABSTRACT
Foreign student education is an important task in medical colleges and universities.Clinical neurology teaching is very difficult because of its complex discipline.Neurologists in the First Affiliated Hospital of Chongqing Medical University summarized and analyzed the common problems including the training of teachers' ability to use language,teaching of basic subjects,clinical skills training,promotion of patients' compliance and implementation of regular tests so as to provide references for improving the quality of neurology teaching.
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Objective To study the effect of case-based learning(CBL) combined with problem-based learning (PBL) in emergency teaching for foreign students.Methods Totally 33 foreign students were selected in department of emergency,Xuanwu Hospital of Capital University of Medical Sciences and were randomly divided into the observation group (n =17) and control group (n =16).Students in observation group were taught by CBL combined with PBL while those in control group were taught by traditional teaching method.Theory examination,physical examination and Sirm4000 simulated cardiopulmonary resuscitation skill appraisal were given at the end of the internship and achievement differences were compared between 2 groups.Attitude on the teaching method was studied in observation group by questionnaire.SPSS 17.0 software was used for statistical analysis； measurement data were expressed as mean standard deviation ((x) ± s) ； independent sample t-test was applied for comparison between groups； P ＜ 0.05 stands for difference having statistical significances.Results Theory result was (83.5±7.9) in observation group and (76.6 ±8.7) in control group (P=0.012).Cardiopulmonary resuscitation skill score was (84.3 ± 10.1) in observation group and (75.6-± 11.3) in control group (P =0.013).100.0％ students thought that the teaching method could improve the ability of self-learning.Conclusions Teaching method of CBL combined with PBL can stimulate the students' interest in learning and improve students' achievement.
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The enrollment of foreign medical students has expanded year after year.The education of foreign students becomes an important part of college education.In order to explore an effective method of medical education,the difference between Chinese students and foreign ones has been analyzed and the experience has been concluded according to the practice in teaching clinical diagnostics in recent years.