Orientation of International Medical Graduates to Canadian Medical Practice

Stenerson, Heather; Davis, Penny; Labash, Andrea M.; Procyshyn, Mavis M.

doi:10.1080/07377360902804051

Cited by 7 publications

(20 citation statements)

References 1 publication

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“…Organisations must take responsibility and be responsive to the needs of both IMGs and their institution (CS1‐10, 13), also understanding how IMGs have previously practised (c) . Organisations need to hold realistic expectations and not make assumptions, either that IMGs can simply move into practice without extra support or cannot practise competently upon arrival (CS1‐3).…”

Section: Resultsmentioning

confidence: 99%

“…Both supervisors and colleagues may benefit from cultural awareness training (c) (CS6). IMGs need to feel confident (m) that the organisation in which they are working provides a high enough level of support, and a supportive culture leading to retention and high overall performance (o) …”

Section: Resultsmentioning

confidence: 99%

“…Although a 1‐day induction is better than nothing (CS5, 6, 10), it can be viewed as more of a ‘welcome’, not offering the ongoing support needed (c) (CS12). Although resource intensive, stakeholders need to balance improved efficacy of IMGs against the amount of work carried out . IMGs report a preference for a longer orientation, ensuring a higher level of both engagement in the acculturation process (m) (CS3) and overall benefits to adjustment (o) .…”

Section: Resultsmentioning

confidence: 99%

“…Programmes should not be implemented as a ‘tick box’ or for convenience . A steering group (including IMGs and experts), a pilot programme and ongoing evaluation and development are necessary to meet the needs of IMGs (o) (CS1‐8, 10, 12‐13).…”

Section: Resultsmentioning

confidence: 99%

“…Evidence suggests that there needs to be a better human resources (HR) process for identifying new IMGs within each organisation (CS3, 4, 6‐8, 14), to ensure appropriate support and induction is put in place as early as possible and for all who require it (c) . The dissemination of information in advance is crucial to the engagement of IMGs and raising awareness of potential difficulties they may face (m).…”

Section: Resultsmentioning

confidence: 99%

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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: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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

et al. 2016

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International Continuing Professional Education: An Interpretive Study of Ecuadorian Educators’ Meaning-Making

Biniecki¹

2022

The Journal of Continuing Higher Education

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What does ‘race’ have to do with medical education research?

Muzzin

Mickleborough

2013

Med Educ

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Context We live in a world of ethnoracial conflict. This is confirmed every day by opening and reading the newspaper. This everyday world seems far away in the pages of a medical education journal, but is it? The goal of this paper is to suggest that one need not look very far in medical education to encounter ethnoracial issues, and further, that research methods that are not ethnoracially biased must be employed to study these topics. Discussion We will draw attention to the relevance of employing an ethical conceptual approach to research involving ‘race’ by demonstrating how one author researching internationally educated health professionals has put ‘race’ front and centre in his analysis. He does this by using a postcolonial method of analysis termed a ‘doubled‐research’ technique that sets up categories such as ‘race’ but then decolonizes them to avoid essentialism or stereotyping. We compare this method to another mainstream method employed for the same topic of inquiry which has sidelined ‘race’ in the analysis, potentially hiding findings about ethnoracial relations involving health professionals in our ‘multicultural’ society. This demonstration leads to the important question of whether research methods can be epistemologically racist–a question that has been raised about conventional research on education in general. Our argument is not meant to be the last word on this topic, but the first in this journal. Conclusions We conclude that there is an internal ethics or axiology within research perspectives and methodologies that needs to be examined where ethnoracial issues are prominent. The use of mainstream approaches to undertake research can unintentionally ‘leave unsaid’ central aspects of what is researched while antiracist methods such as the one described in this article can open up the data to allow for a richer and deeper understanding of the problem.

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Orientation of International Medical Graduates to Canadian Medical Practice

Cited by 7 publications

References 1 publication

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

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

International Continuing Professional Education: An Interpretive Study of Ecuadorian Educators’ Meaning-Making

What does ‘race’ have to do with medical education research?

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