Karaganda State Medical University has been transiting and practicing active methods of teaching and learning since 2011. Faculty members are encouraged to lead their courses by diverse activities to increase students' learning. However, there is limited evidence regarding the extent of faculty members who evaluate their own courses. In this light, this paper aims to explore and share undergraduate students' learning experiences and teaching of Philosophy at a medical university. Language of instruction of the four-month course (February-May, 2017) was English. Students were in six groups, of which four groups of international students and two groups of local students. Using qualitative method, a total of 63 students responded to open ended questions. Additionally, 23 students, comprising four students from each group, were engaged in focus group discussion. Students' participation and performance in classes were also observed over the period of the course. This presentation will focus on the outcomes of the study, within the wider context of the discussion of ways in which Kazakhstani universities are opening to education change in the context of globalization. Feedback from other conference participants will be welcomed.
Guldana Akhmetova, Karaganda State Medical University, Kazakhstan
Anar Turmukhambetova, Karaganda State Medical University, Kazakhstan
Stream: Learning Experiences, Student Learning & Learner Diversity
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