Predictors of Integration Among International Medical Students in Hungary.

IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

Medical Science Educator Pub Date : 2026-05-26 eCollection Date: 2026-08-01 DOI:10.1007/s40670-026-02767-8

Regina Molnár, Afriza Umami, Andrea Szabó, Mária Kucsera, Zsuzsanna Máté, Nóra Főző, Edit Paulik

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引用次数: 0

Abstract

Background: International medical students are exposed to complex cultural and academic environments that require continuous adaptation to both their host society and their culture of origin. This study examines acculturation among international medical students in Hungary using Berry's Acculturation Theory, which classifies individuals into four categories: Integration, Separation, Assimilation, and Marginalization.

Methods: A cross-sectional study was conducted among 326 international medical students using a modified Stephenson Multigroup Acculturation Scale and self-reported measures of health behaviours, perceived stress, and mental well-being. Most participants were categorized as either Integration (46.0%) or Separation (50.9%), while only a small portion of students fell into Assimilation (0.3%) or Marginalization (2.8%) category. Consequently, the analysis focused on comparing the Integration and Separation groups.

Results: Significant differences were observed in demographic and behavioural characteristics between these groups. Males (adjusted odds ratio [aOR] = 1.88, p = 0.013), preclinical students (aOR = 1.78, p = 0.048), non-drinking students (aOR = 2.57, p = 0.001), and those with lower perceived stress (aOR = 2.15, p = 0.035), integrated stronger. Meanwhile, non-smokers (aOR = 0.52, p = 0.040) and those who abstain from psychologist visits (aOR = 0.36, p = 0.008) integrated less well.

Conclusion: The present study identifies demographic and health-related factors associated with integration among international medical students. These findings may contribute to a better understanding of acculturation patterns and inform strategies to support students' social adjustment and well-being.

Supplementary information: The online version contains supplementary material available at https://doi.org/10.1007/s40670-026-02767-8.

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匈牙利国际医学生融合的预测因素

背景：国际医学生面临复杂的文化和学术环境，需要不断适应其东道国社会和原籍文化。本研究使用Berry的文化适应理论考察匈牙利国际医学生的文化适应情况，该理论将个体分为四类：融合、分离、同化和边缘化。方法：对326名国际医学生进行横断面研究，采用改良的斯蒂芬森多群体文化适应量表和自我报告的健康行为、感知压力和心理健康测量。大多数参与者被归类为“融合”（46.0%）或“分离”（50.9%），只有一小部分学生被归类为“同化”（0.3%）或“边缘化”（2.8%）。因此，分析集中于比较集成组和分离组。结果：两组在人口学和行为特征上存在显著差异。男性（校正优势比[aOR] = 1.88, p = 0.013）、临床前学生（aOR = 1.78, p = 0.048）、不饮酒学生（aOR = 2.57, p = 0.001）和感知压力较低的学生（aOR = 2.15, p = 0.035）综合能力较强。与此同时，不吸烟者（aOR = 0.52, p = 0.040）和不去看心理医生的人（aOR = 0.36, p = 0.008）的整合效果较差。结论：本研究确定了与国际医学生融合相关的人口统计学和健康相关因素。这些发现可能有助于更好地理解文化适应模式，并为支持学生的社会适应和福祉提供策略。补充信息：在线版本包含补充资料，可在https://doi.org/10.1007/s40670-026-02767-8上获得。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Medical Science Educator Social Sciences-Education

CiteScore

2.90

自引率

11.80%

发文量

202

期刊介绍： Medical Science Educator is the successor of the journal JIAMSE. It is the peer-reviewed publication of the International Association of Medical Science Educators (IAMSE). The Journal offers all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. Published articles focus on teaching the sciences fundamental to modern medicine and health, and include basic science education, clinical teaching, and the use of modern education technologies. The Journal provides the readership a better understanding of teaching and learning techniques in order to advance medical science education.