“Made in China” doctors

Dear Sir

The People's Republic of China (PRC), the world's second largest economy, is the world's largest exporter. To add to the long list of exportable products are graduating medical students who often are colloquially referred as “Made in China” doctors. Chinese Medical institutions are offering an international medical curriculum conducted in English exclusively for overseas students. Affordable cost is considered to be the single most determinant factor in catapulting China to one of the most favorable destinations for aspiring medics from neighboring nations like India, Pakistan or Bangladesh. The high expense of studying in desirable countries like the United States of America and United Kingdom are more than often well beyond the financial means of prospective students. The fees in a Chinese medical college can be 25–50% less than the cost of studying in a private institution in India (Bhattacharyya 2012). Furthermore, compared to the stiff competition for a seat at a local institution, the easier to attain admission in Chinese institutions is turning the dream of becoming a doctor for so many into a reality. The new graduates are returning to their home countries seeking an opportunity to be integrated into a healthcare system in dire need of trained health care professionals.

International students bring in an additional dimension to the educational experience of local Chinese students particularly in regional universities. Students and the local community get an opportunity to interact with different cultures that may develop better understanding between nations.

Providing a medical course in English at a non-English speaking country to overseas students is a unique concept. Chinese instructors are required to teach a distinct curriculum and lecture in a language they are not accustomed. Students often face problems in comprehending lectures and communicating effectively. Effective communication yet again becomes an obstacle when the newbie Mandarin speaking foreigners interact in the hospital. All physicians need to develop certain “core” competencies regardless of where they are trained from (Schwarz & Wojtczak 2002). Additionally, medical education must address the social and cultural context in which the aspiring doctors are likely to render their services. Chinese medical institutions conducting the international medical program need to make certain of a curricular content and educational process that can ensure a competent “Made in China” doctor.