ArticleBMC medical education2025
The pharmacy graduate global competence evaluation scale (PGGCES): a nationwide study in China.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
- Enhancing specialist competence in clinical pathways for left ventricular hypertrophy: design and evaluation of a competency-based curriculum.BMC health services research · 2026Article
Corrections and comments
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8 authors.
Funding
Abstract
backgroundResearch on global competence (GC) among postgraduate pharmacy students remains limited, with most studies focusing on undergraduates or general student populations. To address this gap, this study investigates the GC of Chinese pharmacy graduate students using the OECD's 2018 PISA framework and established GC assessment tools. By analyzing personal attributes, family background, and academic environment, this study identifies key influencing factors and evaluates the effectiveness of current educational practices. The findings provide evidence-based recommendations to enhance GC education and support the development of globally competent pharmacy professionals.
methodsThis cross-sectional study, conducted in August-September 2024, surveyed 568 pharmacy graduate students across China to assess GC levels. The questionnaire, developed based on existing frameworks, included demographic information, internationalization experiences, and self-assessment of GC. Statistical analyses, including descriptive statistics and multiple linear regression, were performed using R to explore factors influencing GC.
resultsThe average GC score was 3.36, with " International Attitude " scoring highest (3.95) and " Cross-cultural Communication " lowest (2.87). Exploratory factor analysis supported a three-factor structure, explaining 48.59% of the variance (KMO = 0.852). Regression models indicated that gender, degree nature, and first-generation university student status significantly influenced GC. Local internationalization experiences had a stronger impact than cross-border activities, with publishing SCI papers emerging as a key factor. Multicollinearity tests confirmed model validity.
conclusionTo improve GC, universities should prioritize enhancing students' global competence through reading foreign language materials and interacting with international scholars in daily teaching. Additionally, under resource-limited conditions, expanding local internationalization opportunities may be an effective strategy for fostering GC.
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