Factors affecting progress of Australian and international students in a problem-based learning medical course

Context Research on the factors affecting progress in medical schools has t ypically focused on mainstream (non-Indigenous Australian, non-internationa l) students in traditional, didactic programmes. These results may not be a pplicable to students, particularly those from culturally diverse backgroun ds, undertaking problem-based learning courses. Objective This study used qualitative methodology to explore and compare fa ctors affecting progress for mainstream Australian students (non-Indigenous Australian, non-international) and international students (full fee-paying students who had relocated countries to study) in a problem-based learning medical course. Intervention strategies were devised on the basis of the p articipants' experiences. Methods Six focus group discussions were conducted (three with mainstream A ustralian and three with international participants). Transcripts of these discussions were coded and analysed independently by two researchers and di scussed until consensus was attained. Results Participants identified both positive and negative experiences rela ted to the course structure, which were consistent with previous findings. The participants' experiences demonstrated a relationship between sense of 'belongingness' to the medical school community, participation in learning opportunities and progress through the course. Conclusions The results suggest that interventions aimed at reducing barrie rs to progress need to promote students' confidence, motivation and subsequ ent participation in course learning opportunities. These results have appl ication to other problem-based learning courses particularly those which fa ce the challenge of providing an optimal learning environment for students from diverse backgrounds.