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Challenges Abound: Facilitating Meaningful Study Abroad Experiences for Premedical/dental Undergraduates

Michigan State UniversityEast Lansing, MI

Julie Friend2

Presenters

Julie Friend, Office of Study AbroadCurriculum Integration Project Director

Terri Cregg, College of Natural SciencePreprofessional Academic Advisor

Jerry Urquhart, Assistant ProfessorLyman Briggs School of Science

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Who is in the audience?

Study Abroad Program Administrators Resident Directors Program Providers Faculty Advisors Graduate Students Other

Julie Friend4

Curriculum Integration

The Project to Promote Preprofessional Study Abroad (P3SA) is part of a larger program to expand study abroad. opportunities for underrepresented majors.

At present 3 of MSU’s 12 colleges are active partners in the CIP.

The College of Natural Science is the largest partner with 5 CNS majors and the entire School of Lyman Briggs.

Julie Friend5

Science Students & Study Abroad

At MSU, Science students were studying abroad at lower rates than students in other colleges with similar curricular constraints (such as Business).

Most Science students that did study abroad participated in short-term summer, faculty led programs.

Julie Friend6

College of Natural Science participation hovered around 10%

Year Total UNG enrollment

CNS enrollment

2002-2003 1686 178

2003-2004 2045 216

2004-2005* 2105 239

* first year CIP is active

Julie Fiend7

Lyman Briggs School of Science

Year CNS

enrollment

LBS

enrollment

2002-2003 178 unknown

2003-2004 216 83

2004-2005* 239 104

* first year CIP is active

Julie Friend8

Pre-professional Enrollment

Year Pre-prof Enrollment

2002-2003 Unknown

2003-2004 4

2004-2005* 13

2005-2006** ^ 11

* first year CIP is active

** deadline March 1, 2006

^ Includes 4 semester/co-sponsored enrollments

Julie Friend9

Project to Promote Pre-professional Study Abroad (P3SA) Goals

Increase overall participation in study abroad. Increase participation in co-sponsored,

semester length programs. Increase course options in the sciences, thus

allowing for a more transparent curricular fit. Increase foreign language competence. Increase faculty/advisor support for (and

knowledge of) science study abroad.

Julie Friend10

To understand why more of these students weren’t going abroad…

we sought multiple perspectives, which led to new understandings about this population.

Julie: Administrative inquiries led study abroad staff to an understanding of real barriers

Terri: Advisors want to help interested students, but don’t have enough time or useful resources

Jerry: Professors do influence student decisions Students: no time/money, risk-averse, highly stressed Medical Schools: see next slide

Julie and Terri11

What Medical Schools Say

Some research has indicated that medical schools view a study abroad experience favorably.

– See "International Study in Premedical Education: Report of a Survey of Medical School Admission Deans," by Amy Anderson, Jennifer Nemecek, and Rudolph Navari in Academic Medicine, 2001 (out of Notre Dame).

However, they also appear "neutral" about applicants taking science courses abroad. 

So, until the message that study abroad in general, and the study of science abroad in particular, is expressed widely and even more favorably by the majority of US medical and dental schools/recruiters, we will not advise pre-med students take basic science courses abroad. 

Julie Friend12

The Data in Detail

111 MD & 16 DO Admissions Deans were surveyed. 65% of respondents stated a study abroad experience

was considered "beneficial" to a medical school applicant.

33% viewed the experience "neutral."  Nearly 15% said taking science courses abroad was

considered "beneficial“ 73% viewed taking science courses abroad as "neutral." 

So, we all have a some work to do, but I believe the tides will turn more in our favor over time. 

Jerry Urquhart13

A Science Professor’s Viewpoint

In general faculty think study abroad is great, but unless they lead programs, they don’t know what recommendations to give about other options.

Some have antiquated notions about how study abroad works.

– Don’t think it “fits” into the curriculum– Assume AY only or that Ss need fluency in foreign language– Some need convincing that science study abroad is as good as

an experience abroad at home

Julie Friend14

Breaking Down Perceived (and Real) Barriers to Study Abroad for Premedical/Dental Students

Investigate all claims AND opportunities Accept what you cannot change Invite cooperative change where you can Create friends/partners/colleagues Offer kudos Exercise patience Arrange site visits Stay in touch Continue forward momentum

Terri Cregg15

Perceived (and Real) Barriers to Study Abroad for Premedical/Dental Students

1) The curricula is less flexible; the suggested schedule is often lock-step and sequential.

2) Students worried about their GPA are wary of taking academic risks.

3) Premedical/dental students are often advised not to take their basic sciences abroad.

Terri Cregg16

Perceived (and Real) Barriers to Study Abroad for Premedical/Dental Students

4) These students desire internships or service learning projects that include clinical experience or exposure, which is prohibited by law in some countries (until certain certification requirements are met).

5) They feel pressure to be on campus their junior year to study for and take the Medical Schools Admissions Test (MCAT), and their senior year, to participate in the application and interview process.

Terri Cregg17

Perceived (and Real) Barriers to Study Abroad for Premedical/Dental Students

6) Finally, premedical/dental students anticipate having an expensive graduate education, and therefore seek to keep their undergraduate costs low.

7) Medical schools differ in their perceptions of the value of study abroad.

Jerry Urquhart18

Nonetheless,

faculty and administrators feel that meaningful study abroad experiences for science students need to be more readily accessible.

Julie Friend19

A 10-step program…

to debunking the myths and removing the barriers that prevent pre-professional students from studying

abroad.

Julie Friend20

Step One: Study and Learn

Learn about the Curriculum (and the Ss)– Understand the pre-reqs, the schedule, etc.– Ask what barriers students fact to completing

certain requirements. e.g. Math/Chemistry language requirements.

– Inquire what students in these majors aspire to (besides medical school).

– Find out about on-campus courses that fill up.

Julie Friend21

Step Two: Listen and Learn

Approach various departments to consider reviewing and revising the “four-year plan” in order to accommodate a study abroad experience in the sophomore or fall semester of the junior year (How this is done is absolutely KEY).– Inquire about flexibility/capacity.– Is this the only plan, the recommended plan, the

best plan?

Terri, Julie and Jerry22

Step Three: Spend Some Money

Send faculty/chairs/deans/advisors abroad Terri- successes

Preprof: Monterrey Tec (ITESM) & Guadalajara

Julie – successes Math: 4 institutions in Australia

Jerry – successes Zoology/LBS Chair: Panama Biology: University of Tasmania Science & Technology Studies: University of Kwazulu Natal

Julie Friend23

Step Four: Re-vamp Freshman Advising/Scheduling

Encourage students to plan to fulfill upper-level science credits abroad in subjects not readily available here, as well as suggesting the save social science credits for complementary courses available abroad.

Create GENERAL written guidelines.– See the two-page flyer we distributed.

Julie Friend24

Step Five: Seek Administrative Remedies

Seek course equivalencies/approvals for upper level science electives (especially courses not taught on campus).

– Oceanography– Infectious Diseases (in humans, plants or animals)– Tropical Medicine/Illnesses

Seek course equivalencies/approvals for general education requirements in subjects related to medicine, including specialized language courses like:

– Medical Spanish (Spanish Credit)– Traditional and Contemporary Healthcare Systems in Mexico (Philosophy Credit)– Human Formation and Social Commitment (Sociology Credit)– Sociocultural Values and development in Mexico (ISS Credit)– Intercultural Communication (IAH or Spanish Credit)– Medical Anthropology (Anthropology)– Health Care Delivery Systems (Philosophy)

See next slide for sample course description.

Julie Friend25

Rh00804. HUMAN FORMATION AND SOCIAL COMMITMENT

Credits: 3 Course length: Summer Spanish requirement: Advanced Language of instruction: Spanish

"The community of the Technological of Monterrey, makes explicit in its Mission those values, abilities and attitudes that must possess its graduated students. This important effort demands the incorporation of ideas and methodologies educational innovators that contribute new elements that add up to the effort that has been carried out guided to the accomplishment of our mission. This course promotes as the last impact in the profile of the graduated, looking inward and to sensitized toward the values in himself as well as his fellow-creature, achieving with it an attitude of more commitment and social opening, developing this way abilities, values and attitudes focused toward its auto-transformation, this way he will be able to influence positively in the integral development of the human being and of their community."

Terri Cregg26

Step 6: Determine When/How to Take the MCAT Abroad

It’s easy! In August 2006 the MCAT will be offered at international test sites, located across Australia, England, France, Germany, India, Japan, Lebanon, Qatar, Singapore, and South Africa. Testing sites in Beirut, Doha, and Newcastle will administer the MCAT in a paper format. All other testing sites will administer the test in Computer Based Testing (CBT) format.

See: http://www.aamc.org/students/mcat/international.htm

(This link is provided on your Preprof handout)

Julie and Jerry27

Step Seven: Enact Strategic Program Development

Better inform faculty, students, and advisors of existing programs that already meet requirements.

– Lyman Briggs School of Science– http://www.lymanbriggs.msu.edu/academics/studyabroad.html

Pursue program development in countries where the cost of living in generally low. (Remember, these students are already looking at a very pricy graduate education).

– Mexico, Costa Rica– South Africa, Senegal– Thailand, India

Include home stays where possible.

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Lyman Briggs School of Science

Residential liberal arts SICENCE program at MSU with 34 different BS/BA majors

First two years mostly in LBS, other two years combined LBS and MSU

>50% pre-med students, >60% pre-prof

Key curriculum items: History, Philosophy and Sociology of Science (HPS); Major Departements

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Goals of Study Abroad in LBSS

Faculty Perspective:– Pre-professional students very

focused, inflexible, not interested in liberal education

– Do not question status quo, completely ethnocentric, not interested in global medical problems

– HPS classes broaden perspective

Need global perspective

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Study Abroad in LBSS

Pre-2002: Humanities-type programs or semester/AY abroad

New offerings:– Panama – 4 of 6 credits fulfill HPS

requirement– Nicaragua – Spring Break 1 Week:

Intoductory with no conflict with academic year

– UK – 4 credits for HPS requirement

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PM/PD/PV Participation

About 33% of students in Panama program (6/18) are pre-prof

Similar for Nicaragua Expected to be HIGHER for

UK (new 2006)

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Why successful?

Fulfill requirement with limited space ON CAMPUS

Curriculum Integration Project Close faculty ties to students Student word of mouth Buy-in by LBSS Director (site-

visit), other faculty (discussions with students, etc)

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No Shortcuts

Panama Program: Three Weeks, 12-14 hours a day

Nicaragua: One week, 14 hours a day of experiential and lecture based learning

UK: Same requirements as an on-campus course

Upside of Pre-Prof– You can expect hard work

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Applicability

Small colleges Advisor flexibility Multiple Models for Study

Abroad– AY; semester; six, three or one-

week

Evaluate Goal– Why do we want students to study

abroad?

Julie Friend35

Step Eight: Reel ‘Em in With Something Unique (and Resume Enhancing)

Arrange for part-time clinical internships in conjunction with: – a required “community volunteer” program

already at a Mexican institution,– rural clinical placements in conjunction with study

at a South African institution, or– full-time, twelve-week, summer service learning

clinical experience coupled with intensive language courses.

Julie Friend36

Step Nine: Provide Explicit Instructions/Guidelines

Design advising materials for premedical/dental students that illustrate how study abroad fits into the curriculum, including detailed guidelines on what to take where, when to go, when to stay, etc.– See display models for Preprofessional, Math,

Chemistry, Environmental Science, Zoology

(also available on CI Website)

Julie Friend37

Step Ten: Share

Share outcome and process with campus colleagues

Present at conferences Write articles Contribute to Listserv discussions

Julie Friend38

To better identify with the needs of Science students, we need to:

spend time understanding the curriculum accept what we cannot change make alliances and friends (not enemies) exercise patience with faculty, staff and advisors who

have no background in the field be empathetic to the real constraints that face these

students be willing to spend some money recognized efforts of all involved

Julie Friend39

MSU Curriculum Integration

http://studyabroad.msu.edu/

http://studyabroad.msu.edu/currintegration/project.html

http://www.lymanbriggs.msu.edu/academics/studyabroad.html

THANK YOU!Julie, Terri and Jerry