Factors influencing academic success of international medical students in China

Abstract

This thesis focused on investigating factors contributing to academic success of international students enrolled in Bachelor of Medicine and Bachelor of Surgery (MBBS) program in mainland China. Study 1 was a literature review that identifies contributing factors to life satisfaction of international students in China. Quality of education was found as one of the most critical factors. In study 2, an individual case study was conducted with an international medical graduate who underwent extreme financial difficulties during his MBBS study in China. Causes of financial struggles were attributed to low SES and agent fraud. Academic learning, physical and mental wellbeing, and social life were negatively affected. Support from family, friends and a special staff member, and resilience and religiosity promoted survival and success. In Study 3, interviews were conducted with 40 international medical students to identify their perceptions of contributing factors to their academic success. Thematic analysis yielded two major themes of positive factors including support system, campus resources, positive influence of teachers, administrators and classmates, and negative factors, namely, academic, sociocultural, wellbeing and other challenges, negative influence from teachers, administrators and classmates. In Study 4, interviews were conducted with 18 high-achieving and 22 lowachieving students to identify factors leading to academic success and academic failure respectively. Five overlapping factors were identified: social support, learning motivation and interest, exam preparation and strategies, time management, and coping. The high achievers demonstrated efficient learning methods and achieved a good balance between studying and leisure. The low achievers mentioned learning challenges, health issues, English language barriers, and problems with online classes. In Study 5, interviews were conducted with 21 low-achieving students to identify factors that helped them recover their academic performance. Findings revealed seven major factors: improved learning motivation and attitude, modification of learning methods, improved exam preparation, increased help-seeking behaviors, utilization of library resources, enhanced time management, and English skills. In Study 6, interviews were conducted with 36 Chinese academics to identify teaching-related factors contributing to academic success. They were teachers’ style of pedagogy, abilities to address students’ language difficulties and differences, teaching resources management, personal attributes, teacher supervision and guidance of students, building a rapport between academics and students, linking teaching content to licensing exams, management of classroom disciplines, and assessment style. In Study 7, interviews were conducted with 41 Chinese academics, student administrators and teaching secretaries to identify student-related factors influencing academic success. Four major themes of student engagement (learning attitudes & initiatives, lecture engagement, attendance, study hours, interests in certain courses), academic factors (prior academic performance, English and Chinese language abilities, learning methods & habits, cognitive abilities, test-taking skills), non-academic factors (family background, psychological wellbeing, intercultural adaptation, social support and relationships, motives for learning medicine in China), and resource management were identified. To date, this study is the first research delving into academic success of international medical students in the China context. It adds new knowledge on academic success literature. Implications for the Chinese government, policy makers, universities, teachers, administrative staff, students, and parents are given.