Twelve tips for developing training programs for international medical graduates

Couser, G. Thomas

doi:10.1080/01421590701317843

Cited by 14 publications

(11 citation statements)

References 6 publications

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“…Designing interventions for IMGs is a complex task; therefore, this synthesis describes the theory and processes needed to support IMGs to make a successful transition to their host country. The findings illustrate why interventions work (or not) and in what ways, thereby enabling those implementing interventions to make more informed choices.…”

Section: Discussionmentioning

confidence: 99%

Supporting international medical graduates’ transition to their host-country: realist synthesis

et al. 2016

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ContextMany health services and systems rely on the contribution of international medical graduates (IMGs) to the workforce. However, concern has grown around their regulation and professional practice. There is a need, in the absence of strong evidence and a robust theoretical base, for a deeper understanding of the efficacy of interventions used to support IMGs’ transition to their host countries. This study seeks to explore and synthesise evidence relating to interventions developed for IMGs. It aims to provide educators and policy makers with an understanding of how interventions should be developed to support IMGs in their transition to the workplace, particularly looking to identify how and why they are effective.MethodsThe realist synthesis involved an initial systematic search of the literature for the period January 1990 to April 2015. Secondary searches were conducted throughout the review in order to inform and test the developing programme theory. The context, mechanism and outcome data were extracted from all sources meeting the inclusion criteria. Fourteen case studies were included to further aid theory refinement.ResultsSixty‐two articles were identified, describing diverse interventions of varying intensity. A further 26 articles were identified through a secondary search. The findings illustrate that, alongside a developed programme, ongoing support and cultural awareness at organisational and training levels are crucial. Individual differences must also be taken into consideration. This will ensure that IMGs engage in transformative learning, increase their levels of self‐efficacy and cultural health capital, and reduce feelings of stress and anxiety. These factors will have an impact on work, interactions and cultural adjustment.ConclusionsOrganisational, training and individual contexts all play a role in IMGs’ adjustment during the transition process. Establishing ongoing support is critical. A list of recommendations for implementation is given.

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Section: Discussionmentioning

confidence: 99%

Supporting international medical graduates’ transition to their host-country: realist synthesis

et al. 2016

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“…It transpired in the interviews that the interviewed doctors would be supported significantly if a personal counselling service could be installed. Telephone hotlines or online counselling could be an approach to address this need, or even special training programs [32]. In Canada, for example, case management and mentorships were implemented with the aim to helping immigrant health workers navigate the licensure and examination processes [28,33].…”

Section: Implications For Policy and Practicementioning

confidence: 99%

‘Wait and wait, that is the only thing they can say’: a qualitative study exploring experiences of immigrated Syrian doctors applying for medical license in Germany

Loss

Aldoughle

Sauter

et al. 2020

BMC Health Serv Res

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Background: Due to the civil war in Syria, many Syrian citizens have had to flee their country during recent years, among them many physicians. Germany is among the preferred immigration countries. Immigrant Syrian physicians could help overcome the prevailing shortage of medical specialists in Germany. This study explores the experiences and perceptions of Syrian physicians of the licensure process and job application. The study aims at understanding barriers in integrating Syrian doctors into the German health care system. Methods: We conducted 20 semi standardized interviews with Syrian doctors (n = 17 m; n = 3 f) living in different federal states in Germany. The interviews dealt with the procedure of the accreditation process, its speed and challenges, the interactions with authorities, and the job application process; they were transcribed verbatim. A detailed content analysis was performed. Results: All interviewees described the licensure process as a complex, lengthy, ever-changing and non-transparent procedure, which is perceived as a partly unfair, sometimes arbitrary bureaucracy. They often feel at mercy of Government employees and report experiences with reviewers who ask for absurd and impossible accomplishments, refuse to give information, and act at random. As a consequence, the interviewees describe themselves as depressed, irritated and/or in despair. According to the interviews, informational and practical support from official institutions was scarce. Instead, the Syrian doctors relied on peers or, in some cases, German friends to understand the requirements and seek information about the licensure process. To find a job placement, it was very helpful, if not essential, to have a German acquaintance establishing contact with possible employers. All three interviewed female doctors reported that their wearing a Hijab led to episodes of discrimination in their job search.

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“…37 Several studies have indicated that a structured induction process is a useful way to help integrate doctors during the transition to the NHS. 24,38- 43 Couser 43 suggests induction programmes need to be interactive, with small group work and role play relating activities to the workplace, but it is important to be mindful of trainees' different learning styles which may be related to cultural preferences. While the provision of induction will necessarily be the responsibility of employers, the content of such induction can be specified by government or regulator policy.…”

Section: At the Point Of Transitionmentioning

confidence: 99%

“…46 Educators and supervisors should also be aware of the different experiences and expectations of doctors from overseas, who may be less used to working in groups and more used to being a passive learner. 43 Cultural awareness training programmes may develop these skills in all elements of the workforce. Such programmes and mentoring interventions will also be necessarily the responsibility of the employer, but as with other initiatives these should be guided and standardised by government and regulator.…”

Section: On-going Workplace Supportmentioning

confidence: 99%

Ways in which healthcare organisations can support overseas-qualified doctors in the UK

et al. 2013

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Methods: Qualitative interviews were conducted with sixtysix doctors who had qualified outside the UK and who were entering the first year of the UK Foundation Programme (FY1, equivalent to the intern year). Doctors were interviewed three times at different points in that year. In addition twelve telephone interviews were conducted with educational supervisors. A grounded theory approach was used to analyse the findings. Results: Issues and concerns were found to relate to: practical and logistical difficulties; gaps in declarative knowledge relevant to the UK, for example, use of equipment and drug names; structural differences, for example, organisational elements of working in the NHS, and differences in the relational aspects of professional work and clinical care, stemming from training in different models of healthcare.Conclusions: Agencies at different levels -government, regulator and employer -have a role to play in supporting overseas-doctors in their transition, and it is suggested that a co-ordinated approach would have benefits for doctors and patients.

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Twelve tips for developing training programs for international medical graduates

Cited by 14 publications

References 6 publications

Supporting international medical graduates’ transition to their host-country: realist synthesis

Supporting international medical graduates’ transition to their host-country: realist synthesis

‘Wait and wait, that is the only thing they can say’: a qualitative study exploring experiences of immigrated Syrian doctors applying for medical license in Germany

Ways in which healthcare organisations can support overseas-qualified doctors in the UK

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