Study 5: Impact of Native and Nonnative Study Partners on Medical Students’ Confidence and Collaborative Strategies in Second Language Medical Dutch Learning

<B>Summary of the Study:</B><BR><BR>
This study examined how pairing with <B>native Dutch speakers</B> versus <B>nonnative peers</B> influences international medical students’ <B>confidence, collaborative strategies</B>, and <B>learning experiences</B> in a Medical Dutch course, guided by <B>Kolb’s Experiential Learning Framework</B>.<BR>
• <B>Design</B>: Mixed-methods, pre–post quasi-experimental design.<BR>
• <B>Participants</B>: 12 third-year international medical students at Maastricht University (B2 Dutch CEFR).<BR>
o <B>Mixed group</B>: 4 students paired with highly proficient native Dutch partners.<BR>
o <B>Homogeneous group</B>: 8 students paired with nonnative peers.<BR>
• <B>Procedure</B>:<BR>
o 15-week program (weekly 2-hour medical Dutch lessons + 3 simulated patient consultations).<BR>
o Roles alternated between student-doctor and observer.<BR>
o Instruments:<BR>
 <I>Need Satisfaction Competence Scale (NSCS)</I> for pre- and post-test confidence.<BR>
 <I>Semi-structured interviews</I> (covering atmosphere, partner support, confidence, language learning).<BR>
 <I>Content, thematic, and network analysis</I> to model relationships between themes .<BR>
<B>Key Findings</B>:<BR>
1. <B>Confidence (NSCS results)</B>:<BR>
o Homogeneous nonnative group: significant confidence <B>gain</B> (+11.3%, p=.03).<BR>
o Mixed group: slight <B>decrease</B> in confidence (–10.7%, ns) .<BR>
o Decline in mixed group linked to <B>social comparison with native partners</B>.<BR>
2. <B>Common themes (both groups)</B>: Positive atmosphere, collaboration, confidence .<BR>
3. <B>Homogeneous group</B>:<BR>
o Emphasized <B>interpersonal relationships</B> and <B>feedback-seeking</B>.<BR>
o Communication-focused collaborative strategies.<BR>
o Built <B>self-confidence</B> through mutual support.<BR>
4. <B>Mixed group</B>:<BR>
o Prioritized <B>language learning</B> and <B>motivation</B>.<BR>
o Reported <B>personal growth</B> (reflection, self-improvement, analytical thinking).<BR>
o Confidence declined despite motivational benefits.<BR>
5. <B>Network analysis</B>:<BR>
o Homogeneous group: <I>confidence</I> central theme.<BR>
o Mixed group: <I>motivation</I> central theme .<BR>
6. <B>Conclusion</B>:<BR>
o Start courses with <B>homogeneous nonnative pairings</B> to build confidence and collaboration.<BR>
o Introduce <B>native partners later</B> to boost motivation and language proficiency .<BR><BR>