Talking their way to success: communicative competence for international medical graduates in transition

Dahm, Maria R.; Cartmill, John

doi:10.1111/medu.13142

Cited by 10 publications

(11 citation statements)

References 8 publications

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“…It has been suggested in the literature that offering regular learning opportunities for international staff leads to more effective acclimatization in the workplace [ 15 ]. Furthermore, it has been reported that introduction programs for IMGs need to be more in line with the needs of IMGs and specific to the new country [ 39 , 41 ]. This indicates that workplace introduction for IMGs could be improved by offering them longer and more organized introduction programs.…”

Section: Discussionmentioning

confidence: 99%

Internationally educated nurses’ and medical graduates’ experiences of getting a license and practicing in Sweden – a qualitative interview study

2018

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BackgroundThe Swedish healthcare system has an increased need for nurses and physicians, and the number of International Educated Nurses (IENs) and International Medical Graduates (IMGs) seeking job opportunities and a license to practice in Sweden is rising. This study explored how IENs and IMGs describe their experience of getting a license to practice, their perceptions of working in Sweden and of how their intercultural competence is utilized.MethodA qualitative study based on semi-structured interviews with 11 IENs and 11 IMGs. The interviews were conducted between 2015 and 2017. The data were analyzed using qualitative content analysis.ResultsThree main themes were identified: ‘Getting a license – a different story,’ ‘The work is familiar, yet a lot is new,’ ‘Trying to master a new language.’ The time to obtain a license to practice and finding a job was shorter for IENs and IMGs coming from European countries than for those from non-European countries. Some of the experiences of getting a license to practice and of entering a new workplace in another country were the same for nurses and physicians. In general, both IENs and IMGs felt welcomed and used their intercultural competence at work. Lack of language skills was regarded as the main problem for both professions, while workplace introduction was shorter for IMGs than for IENs.ConclusionsProblems related to language and culture are often underestimated, therefore organizations and managers employing IENs and IMGs should provide longer workplace introduction to facilitate the acculturation process. More time-efficient language courses specifically adapted to IENs and IMGs could make the transition easier and shorten the time to obtain a license to practice for both professions.Electronic supplementary materialThe online version of this article (10.1186/s12909-018-1399-4) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Internationally educated nurses’ and medical graduates’ experiences of getting a license and practicing in Sweden – a qualitative interview study

2018

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“…The above comparison of codes of practice broadens our understanding of some of the systemic differences that crystallise difficulties for IMGs. By addressing these areas of differing emphases, through targeted interventions, the chances of IMGs succeeding in their training may be improved (Kehoe et al, 2016;Dahm & Cartmill, 2016).…”

Section: Discussionmentioning

confidence: 99%

Comparison of the British and Nigerian Medical Councils’ Codes of Practice: Implications for Postgraduate Medical Training

Odeyale¹,

Udo²,

Mohammed³

et al. 2017

MedEdPublish

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Recruitment into psychiatry training has benefitted from the willingness of International medical graduates opting to go into psychiatry training. However, in the process of acculturation, international medical graduates face numerous challenges. One of these is the adaptation of medical professionalism from home country to new training environment. Comparison of Medical Codes of Practice of Great Britain and Nigeria showed differences in emphasis in areas such as medical record keeping, risk management, multidisciplinary collaboration, communication needs, relationships with patients & colleagues and financial affairs. It is predictable that on moving medical practice from one medical jurisdiction to another, international medical graduates encounter unique challenges. There is a need for proper attention to the assimilation of international medical graduates into newer practice settings with targeted interventions.

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“…Drs are unable to access a post-graduate training programme combined with a leadership/quality improvement fellowship in the UK when on a Tier 2 visa (Trewby, 2017). There are problems in transition for doctors from their home country to the UK (Kehoe et al , 2016; Slowther et al , 2012; Khan et al , 2015; Tiffin et al , 2014; Dahm and Cartmill, 2016). …”

Section: Introductionmentioning

confidence: 99%

“…There are problems in transition for doctors from their home country to the UK (Kehoe et al , 2016; Slowther et al , 2012; Khan et al , 2015; Tiffin et al , 2014; Dahm and Cartmill, 2016).…”

Section: Introductionmentioning

confidence: 99%

“Hybrid” medical leadership emergency medicine training for international medical graduates

Subedi

Aylott

Khan

et al. 2020

LHS

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Purpose The purpose of this paper is to outline the “Hybrid” “International” Emergency Medicine (HIEM) programme, which is an ethical pathway for the recruitment, employment and training of Emergency Medicine doctors; with a rotation through the NHS on a two-year medical training initiative with a Tier 5 visa, “earn, learn and return” programme. The HIEM programme offers an advantage to the Tier 2 visa by combining training, education and employment resulting in new learning to help improve the health system in Nepal and provide continued cultural support, clinical and leadership development experience in the UK NHS. Finally, this programme also provides a Return on Investment to the NHS. Design/methodology/approach A shortage of doctors in the UK, combined with a need to develop Emergency Medicine doctors in Nepal, led to a UK Emergency Medicine Physician (PS) to facilitate collaboration between UK/Nepal partners. A mapping exercise of the Royal College of Emergency Medicine curriculum with the competencies for the health system and quality improvement leaders and partners with patients produced a “HIEM programme”. The HIEM programme aims to develop first-class doctors to study in Emergency Departments in the UK NHS while also building trainee capability to improve the health system in Nepal with a research thesis. Findings The HIEM programme has 12 doctors on its programme across years one and two, with the first six doctors working in the UK NHS and progressing well. There are reports of high levels of satisfaction with the trainees in their transition from Nepal to the UK and the hospital is due to save £720,000 (after costs) over two years. Each trainee will earn £79,200 over two years which is enough to pay back the £16,000 cost for the course fees. Nepal as a country will benefit from the HIEM programme as each trainee will submit a health system improvement Thesis. Research limitations/implications The HIEM programme is in its infancy as it is two years through a four-year programme. Further evaluation data are required to assess the full impact of this programme. In addition, the HIEM programme has only focussed on the development of one medical speciality which is Emergency Medicine. Further research is required to evaluate the impact of this model across other medical and surgical specialties. Practical implications The HIEM programme has exciting potential to support International Medical Graduates undertake a planned programme of development while they study in the UK with a Tier 5 visa. IMGs require continuous support while in the UK and are required to demonstrate continued learning through continuous professional development (CPD). The HIEM programme offers an opportunity for this CPD learning to be structured, meaningful and progressive to enable new learning. There is also specific support to develop academic and research skills to undertake a thesis in an area that requires health system improvement in Nepal. Originality/value This is the first time an integrated clinical, leadership, quality improvement and patient partnership model curriculum has been developed. The integrated nature of the curriculum saves precious time, money and resources. The integrated nature of this “hybrid” curriculum supports the development of an evidence-based approach to generating attitudes of collaboration, partnership and facilitation and team building in medical leadership with patient engagement. This “hybrid” model gives hope for the increased added value of the programme at a time of global austerity and challenges in healthcare.

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Talking their way to success: communicative competence for international medical graduates in transition

Cited by 10 publications

References 8 publications

Internationally educated nurses’ and medical graduates’ experiences of getting a license and practicing in Sweden – a qualitative interview study

Internationally educated nurses’ and medical graduates’ experiences of getting a license and practicing in Sweden – a qualitative interview study

Comparison of the British and Nigerian Medical Councils’ Codes of Practice: Implications for Postgraduate Medical Training

“Hybrid” medical leadership emergency medicine training for international medical graduates

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