BackgroundIn most countries of the European Economic Area (EEA), there is no large-scale migration of medical graduates with diplomas obtained outside the EEA, which are international medical graduates (IMGs). In the United Kingdom however, health care is in part dependent on the influx of IMGs. In 2005, of all the doctors practising in the UK, 31% were educated outside the country. In most EEA-countries, health care is not dependent on the influx of IMGs.The aim of this study is to present data relating to the changes in IMG migration in the UK since the extension of the European Union in May 2004. In addition, data are presented on IMG migration in the Netherlands. These migration flows show that migration patterns differ strongly within these two EU-countries.MethodThis study makes use of registration data on migrating doctors from the General Medical Council (GMC) in the UK and from the Dutch Department of Health. Moreover, data on the ratio of medical doctors in relation to a country’s population were extracted from the World Health Organization (WHO).ResultsThe influx of IMGs in the UK has changed in recent years due to the extension of the European Union in 2004, the expansion of UK medical schools and changes in the policy towards non-EEA doctors.The influx of IMGs in the Netherlands is described in detail. In the Netherlands, many IMGs come from Afghanistan, Iraq and Surinam.Discussion and conclusionsThere are clear differences between IMG immigration in the UK and in the Netherlands. In the UK, the National Health Service continues to be very reliant on immigration to fill shortage posts, whereas the number of immigrant doctors working in the Netherlands is much smaller. Both the UK and the Netherlands’ regulatory bodies have shared great concerns about the linguistic and communication skills of both EEA and non-EEA doctors seeking to work in these countries. IMG migration is a global and intricate problem. The source countries, not only those where English is the first or second language, experience massive IMG migration flows.
Inleiding en vraagstelling Uit het buitenland afkomstige artsen kunnen niet zonder meer in Nederland het artsenberoep uitoefenen. Voor houders van binnen de Europese Economische Ruimte (EER) behaalde artsdiploma's zijn categorale erkenningsafspraken van kracht. 1 De minister van VWS erkent echter de buiten de EER behaalde artsdiploma's veelal niet als gelijkwaardig. Dit artikel betreft artsen die niet beschikken over EER-artsdiploma's. Om in de toekomst in
Abstract. The enormous increase in the number of students at Dutch universities in the sixties and seventies made it impossible for professors to deal with the many different questions students confronted them with. New professionals, student counsellors/psychologists and student advisers entered the universities. Three levels of counselling can be distinguished: 1) counselling by professors (for problems linked with the course of study); 2) counselling by student advisers in the faculty or department (for problems concerning study planning); 3) counselling by student counsellors/psychologists (for other -e.g., personal problems).This article focuses on the activities of the student counsellors/psychologists.Measures taken by the Ministry of Education, Culture and Science in the past ten years to cut down expenses created a severe deterioration of the students' situation (e.g., the limitation of the right to a grant from a period of six years in 1990 to a period of four years in 1996, the lowering of the donation part of the grant, and a restriction of the duration of the studies). As a consequence students feel they are under great pressure. Students therefore need to be well informed about rules and regulations. Counsellors try to limit "drop-out" rate as much as possible. Maintaining a high standard of facilities at Utrecht University (such as student counselling, a broad range of student societies and adequate information service) will be the challenge for the future. A brief history of Utrecht UniversityUtrecht University is one of the thirteen Dutch universities and has deep historical roots. Its origins lie in the early Middle Ages and are linked closely with the history of Utrecht itself. Willibrordus, a missionary from the north of England, became the first bishop of Utrecht. He established a seminary in 700 AD for English missionaries, future priests and the sons of nobles. From the 1 lth century, the seminary was connected to the cathedral. This seminary, where initially only priests were educated, gradually broadened its curriculum to train administrators, lawyers, medical doctors, etc. From the 12th to the 16th centuries, Utrecht remained the intellectual and cultural centre of the Northern Netherlands. In 1579, the famed Union of Utrecht, the 'constitution' of the present Kingdom of the Netherlands, was signed in the large chapter * I want to thank Nathan Deen, Anton van den Hoeven, Irene Jansen, Jeanette van Rees and Ruud Sluijs for their comments on an earlier draft of this article. I feel greatly indebted to Simone van den Berg who helped me to translate this article.
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