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.
['Hayes|Aneta L|AL|', 'Mansour|Nasser|N|', 'Fisher|Ros|R|']
D000069:Acculturation D000223:Adaptation, Psychological D000293:Adolescent D001445:Bahrain D016022:Case-Control Studies D003469:Culture D004501:Education, Medical D005178:Faculty D006801:Humans D038622:Internationality D007398:Interpersonal Relations D012111:Residence Characteristics D012577:Schools, Medical D013337:Students, Medical D006113:United Kingdom
transition communities of practice agency Transnational medical education identity