title: Factors affecting progress of Australian and international students in a problem-based learning medical course.
abstract: BACKGROUND
  Research on the factors affecting progress in medical schools has typically focused on mainstream (non-Indigenous Australian, non-international) students in traditional, didactic programmes. These results may not be applicable to students, particularly those from culturally diverse backgrounds, undertaking problem-based learning courses.
  
  
  OBJECTIVE
  This study used qualitative methodology to explore and compare factors affecting progress for mainstream Australian students (non-Indigenous Australian, non-international) and international students (full fee-paying students who had relocated countries to study) in a problem-based learning medical course. Intervention strategies were devised on the basis of the participants' experiences.
  
  
  METHODS
  Six focus group discussions were conducted (three with mainstream Australian and three with international participants). Transcripts of these discussions were coded and analysed independently by two researchers and discussed until consensus was attained.
  
  
  RESULTS
  Participants identified both positive and negative experiences related to the course structure, which were consistent with previous findings. The participants' experiences demonstrated a relationship between sense of 'belongingness' to the medical school community, participation in learning opportunities and progress through the course.
  
  
  CONCLUSIONS
  The results suggest that interventions aimed at reducing barriers to progress need to promote students' confidence, motivation and subsequent participation in course learning opportunities. These results have application to other problem-based learning courses particularly those which face the challenge of providing an optimal learning environment for students from diverse backgrounds.
authors.affiliation: Centre for Clinical Epidemiology and Biostatistics, Faculty of Medicine and Health Sciences, The University of Newcastle, Australia.
authors.forename: C
authors.initials: C
authors.lastname: Treloar
authors.forename: N
authors.initials: N
authors.lastname: McCall
authors.forename: I
authors.initials: I
authors.lastname: Rolfe
authors.forename: S A
authors.initials: SA
authors.lastname: Pearson
authors.forename: G
authors.initials: G
authors.lastname: Garvey
authors.forename: A
authors.initials: A
authors.lastname: Heathcote
mesh_terms: D000328:Adult; D001315:Australia; D003431:Cross-Cultural Comparison; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004641:Emigration and Immigration; D005260:Female; D006801:Humans; D008297:Male; D010865:Pilot Projects; D018794:Problem-Based Learning / Q000379:methods*; D015397:Program Evaluation; D006113:United Kingdom