Understanding intercultural transitions of medical students.
OBJECTIVE
The aim of this research was to explore the transition of medical students to an international branch campus of a medical university established in Bahrain.


METHODS
In order to gain insights into this transition, we explored two culturally diverse systems of learning of the university and the local schools in Bahrain, using Communities of Practice as a lens for understanding transitions. Focus groups were conducted with secondary school teachers and first year medical students. Additionally, semi-structured interviews were conducted with university lecturers.


RESULTS
The findings suggest that, while Communities of Practice have been influential in contextualising transitions to university, this model does not seem to help us to fully understand intercultural transitions to the case-study university.


CONCLUSIONS
The research emphasises that more attention should be given to learner individual agency within this theory as a framework for understanding transitions. It also challenges approaches within medical education that attempt to standardise systems of learning through acquisition of established practices.
School of Public Policy and Professional Practice, Keele University, UK.
Aneta L
AL
Hayes
Graduate School of Education, Exeter University, UK.
Nasser
N
Mansour
Graduate School of Education, Exeter University, UK.
Ros
R
Fisher
D000069:Acculturation; D000223:Adaptation, Psychological; D000293:Adolescent; D001445:Bahrain; D016022:Case-Control Studies; D003469:Culture; D004501:Education, Medical / Q000379:methods / Q000458:organization & administration; D005178:Faculty / Q000592:standards; D006801:Humans; D038622:Internationality; D007398:Interpersonal Relations; D012111:Residence Characteristics; D012577:Schools, Medical / Q000458:organization & administration / Q000592:standards; D013337:Students, Medical / Q000523:psychology; D006113:United Kingdom
Transnational medical education; agency; communities of practice; identity; transition