Abstract:

A formal partnership between the University of Alberta (UofA, Canada) and Wenzhou Medical University (WMU, China) led to the creation of the Alberta Institute Wenzhou Medical University (AIWMU)—China’s first cooperative medical education institution. For many years, medical schools in China have focused on teaching biomedical science to students who are directly admitted after high school through"didactic lectures requiring rote-memorization" (Hou et al., 2014, p.824). This paper outlines the dedicated efforts of WMU and UofA partners who have adapted UofA’s post-baccalaureate medical curriculum to help prepare AIWMU students to best serve the healthcare needs of Chinese citizens informed by a broad global perspective. The integral role of responsive adaptation, informed by expanded understanding, intercultural sensitivity, and need to support students given an ESL learning context, is highlighted.

Co-design of the curriculum began by mapping the UofA curriculum to Chinese medical education standards to ensure a synchronized alignment of the curriculum with educational requirements in China. The UofA medical curriculum was also adapted to ensure cultural alignment and sensitivity to health needs, incidence of disease, social issues, and desired healthcare reforms in China, while also cultivating a supportive, cross-cultural learning environment for students. The process has involved learning about WMU students' educational backgrounds, along with their career aspirations and trajectories. ESL learning support was incorporated to help students meet the linguistic demands of the program. Training and support was also introduced to ensure WMU faculty are equipped to deliver and support the adapted curriculum effectively, appreciating differences in teaching methodologies and expectations. Pilot efforts have cultivated shared understanding which has helped develop support for innovative teaching and assessment approaches. Ongoing monitoring and feedback has informed needed adjustments.

While the AIWMU curriculum continues to evolve, currently in Phase 1 (YR1-2), students are introduced to a variety of subjects taught by UofA faculty (such as global health, epidemiology, family medicine, doctor-patient communication, health humanities, AI in medicine, health design), while also completing medical courses taught by WMU instructors. Following Phase 1, students participate in a 6-week summer program at UofA that supports their understanding of Phase 2 (YR 3-4) learning structures and approaches. Phase 2 includes courses on cardiovascular, pulmonary, renal, endocrinology & metabolism, gastroenterology and nutrition, reproductive medicine and urology, musculoskeletal, neurosciences, psychiatry, and oncology, all taught by UofA instructors, along with clinical and other patient-based learning. Phase 3 (YR5) provides clinical, internship-based learning in WMU-affiliated hospitals.

The AIWMU program offers a model for other international partnerships seeking to create a seamless educational experience bridging national borders. Insights derived from this unique partnership offer valuable guidance for educators, policymakers, and institutions committed to advancing global medical education through collaborative curriculum design. The AIWMU program enrolled its fourth cohort of 60 students in 2023.

References:
[1] Hou, J., et al. (2014). Transformation of the education of health professionals in China: Progress and challenges. The Lancet, 384(9945), 819-827.

Keywords:

Medical education, Transnational medical education, Blended learning, Technology integration, Faculty development, Intercultural, ESL.