Learning from peers' diverse knowledge and experience. Findings from internationalising a course for medical students

This study reports on the outcomes of internationalising a course on Nutrition for medical students. Two interventions towards internationalised learning experience included: 1) introducing new readings and activities that invited students to consider geographical and cultural factors of dietary recommendations and 2) asking students to suggest an intervention for a hypothetical patient with a nutritional problem through discussing the assigned case in purposefully mixed groups. Changes were made both in the group that predominantly consisted of home students (N = 18) and the group of international students (N = 21). The interventions encouraged an increase in student awareness of the cultural and geographical contexts of nutrition. Students learnt through sharing diverse knowledge and experience and recognised peer learning experience as useful and enjoyable. The innovation achieved more impact in the group of international students than in the group of home students, in which diversity and previous experience from learning in multicultural groups was low.

Automated summary

This study explores the outcomes of internationalizing a Nutrition course for medical students. Two interventions, including introducing new readings and activities and employing purposefully mixed groups, were implemented to encourage students to consider cultural and geographical factors in dietary recommendations and to promote peer learning. The interventions led to increased awareness of cultural and geographical contexts of nutrition and were more impactful for international students.