Investing in learning and training refugee doctors

Abstract

Investing in innovative and creative work-based training programmes for refugee doctors is worthwhile, but needs to be adequately resourced if refugee doctors are to bring ultimate benefit to the NHS.

<p>Integrating Refugee Healthcare Professionals In The UK National Health Service: Experience From A Multi-Agency Collaboration</p>

“…Given the programme’s longevity and the large number of RHPs that have partaken (n=595), it has proven challenging to know the long-term employment history for many RHPs. Indeed, once RHPs move into employment, they often do not want to be identified by their refugee status or the period when support was required 9. Similar challenges in tracking the precise employment history of RHPs have been reported by Ong et al9 who narrated the initiatives taken by the London Deanery (Postgraduate Department of Medical and Dental Education, London University) over 8 years in assisting refugee doctors back into medical employment.…”

“…Indeed, once RHPs move into employment, they often do not want to be identified by their refugee status or the period when support was required 9. Similar challenges in tracking the precise employment history of RHPs have been reported by Ong et al9 who narrated the initiatives taken by the London Deanery (Postgraduate Department of Medical and Dental Education, London University) over 8 years in assisting refugee doctors back into medical employment. With the exception of refugee pharmacists (none of whom were lost to follow-up and 100% gained employment in the NHS), 52% of pharmacists, 58% of dentists, 57% of nurses/midwives, 56% of biomedical scientists and 44% of doctors in this service evaluation were lost to follow-up and we are unable to provide details on their most recent employment status.…”

“…Given our programme’s niche, there are no standards against which to judge our project as, to our knowledge, no similar projects exist at present. Exclusive support for refugee doctors by way of structured clinical attachments in NHS hospitals8 and multi-agency collaborations coordinated by the London Deanery9 have been described in the literature, but unlike our project, neither of these initiatives have supported nurses, dentists, pharmacists, physiotherapists and biomedical scientists.…”

Process- and outcome evaluation of an orientation programme for refugee health professionals

“…Especially the access to jobs in the health care sector is described as challenging as health professions are highly regulated [ 5 ]. The recognition of their prior qualifications [ 6 , 7 ], a lack of proof of qualifications [ 8 , 9 ] and unfamiliarity with the health care system [ 10 ] pose barriers for successful integration. The experience of discrimination [ 11 ], the loss of their professional identity [ 12 ] and the loss of self-confidence [ 13 ] are additional psychological and structural barriers.…”

Making sense of global issues

“…Other papers in this issue of The Clinical Teacher address the use of peer tutors in clinical skills training; 8 describe peer‐led teaching on cases presented as ‘Morning Reports’; 9 and raise the issue of preparing medically qualified refugees to return to clinical practice in their new country 10 . All are important topics for clinical teachers, and all will continue to challenge medical educators internationally as we strive to produce safe, competent and confident practitioners.…”