Becoming a Doctor in Europe: Objective Selection Systems

Martinho, Andreia

doi:10.1001/virtualmentor.2012.14.12.medu1-1212

Cited by 5 publications

(2 citation statements)

References 8 publications

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“…A weighted numerical value factoring in college grade average, general exam scores, and specific scientific exam scores determines edibility for different universities’ medical programs. 30 Education at the medical school level lasts for six years, beginning with two years of basic sciences followed by a year of specialized medical subjects. The final three years focus primarily on clinical education, with an internship beginning in the third year and lasting the remainder of medical school.…”

Section: Europementioning

confidence: 99%

Global variability in orthopedic surgery training

Sobel¹,

Hartnett²,

Hernandez³

et al. 2019

Orthop Rev (Pavia)

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Medical and orthopaedic training varies throughout the world. The pathways to achieve competency in orthopaedic surgery in other countries differ greatly from those in the United States. This review summarizes international educational requirements and training pathways involved in the educational development of orthopaedic surgeons. Understanding the differences in training around the world offers comparative opportunities which may lead to the improvement in education, training, and competency of individuals providing orthopaedic care.

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Section: Europementioning

confidence: 99%

Global variability in orthopedic surgery training

Sobel¹,

Hartnett²,

Hernandez³

et al. 2019

Orthop Rev (Pavia)

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show abstract

“…While the Canadian and American models are markedly similar, residency selection methods in other countries vary. Spain, France, and Portugal, for example, employ a national exam and base admission to residency exclusively on academic criteria, 2 while in other European centres the process is handled locally by medical disciplines with applicants “admitted to the available spots based on an assessment of their skills, enthusiasm, and so on.” 2 …”

mentioning

confidence: 99%

CaRMS at 50: Making the match for medical education

et al. 2020

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Entry into postgraduate medical training in Canada is facilitated through a national application and matching system which establishes matches between applicants and training programs based on each party’s stated preferences. Health human resource planning in Canada involves many factors, influences, and decisions. The complexity of the system is due, in part, to the fact that much of the decision making is dispersed among provincial, territorial, regional, and federal jurisdictions, making a collaborative national approach a challenge. The national postgraduate application and matching system is one of the few aspects of the health human resources continuum that is truly pan-Canadian. This article examines the evolution of the application and matching system over the past half century, the values that underpin it, and CaRMS' role in the process.

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Family Medicine

Miller

2021

Encyclopedia of Gerontology and Population Aging

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Becoming a Doctor in Europe: Objective Selection Systems

Cited by 5 publications

References 8 publications

Global variability in orthopedic surgery training

Global variability in orthopedic surgery training

CaRMS at 50: Making the match for medical education

Family Medicine

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