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

Summary of the Study: This study examined how pairing with native Dutch speakers versus nonnative peers influences international medical students’ confidence, collaborative strategies, and learning experiences in a Medical Dutch course, guided by Kolb’s Experiential Learning Framework. • Design: Mixed-methods, pre–post quasi-experimental design. • Participants: 12 third-year international medical students at Maastricht University (B2 Dutch CEFR). o Mixed group: 4 students paired with highly proficient native Dutch partners. o Homogeneous group: 8 students paired with nonnative peers. • Procedure: o 15-week program (weekly 2-hour medical Dutch lessons + 3 simulated patient consultations). o Roles alternated between student-doctor and observer. o Instruments:  Need Satisfaction Competence Scale (NSCS) for pre- and post-test confidence.  Semi-structured interviews (covering atmosphere, partner support, confidence, language learning).  Content, thematic, and network analysis to model relationships between themes .

Key Findings: 1. Confidence (NSCS results): o Homogeneous nonnative group: significant confidence gain (+11.3%, p=.03). o Mixed group: slight decrease in confidence (–10.7%, ns) . o Decline in mixed group linked to social comparison with native partners. 2. Common themes (both groups): Positive atmosphere, collaboration, confidence . 3.