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Degree rationing is good for U.S. med school graduates, even as it exacerbates physician shortages.

Background Many physicians who migrate wish to continue practicing medicine in their destination country. However, they may meet barriers and obstacles that prolong the process of entering and advancing within the destination country's medical labour market. Migrant physicians' competences are needed, and if fully utilised, it will be beneficial for them, the patients, the medical workforce, and for society. Aim The aim was to explore the entrance to and the advancement within the Swedish medical labour market for physicians with a medical degree from outside of the EU/EEA. Method The study participants were mainly physicians who had enrolled in a complementary programme for physicians with a medical degree from outside the EU/EEA and Switzerland. Both qualitative and quantitative methods were used. Study I included semi-structured interviews with 24 physicians. Study II was a cross-sectional study that included questionnaire data from 283 respondents. Study III included test data from physicians with a medical degree from outside the EU/EEA who had taken a licensing exam 2013–2019 (n = 564), and 14 semi-structured interviews. Study IV included questionnaire data from 101 respondents, and four semi-structured interviews. Interview transcripts and questionnaire free-text answers were thematically analysed. For Study II, the statistical data were descriptively analysed. For Study III, linear and logistic regression analysis were used. In Study IV, descriptive and inferential statistical analyses were performed on the data. To understand and discuss how MPs enter and advance within the medical labour market in Sweden, Bourdieu's concepts of the social field, symbolic capital and doxa were used as a lens. As a complement to Bourdieu's theory, self-determination theory (SDT) was used. Results In Study I, several conceptions about working in rural and remote areas in Sweden were identified. These regarded the themes finding work, work content and tasks, and living. Conceptions about working in a certain type of area gave rise to conceptions about what it would be like to live in the same area. The participants' conceptions derived from their own and from others' experiences; and conceptions influenced study participants' motivation of where to work, negatively or positively. In Study II, 88% of the respondents held a position as a physician when answering the questionnaire, but they were in varying stages of their careers from one another; as they also had begun the complementary programme at different times. The respondents had mainly found their first job after the programme via spontaneous job applications, during internships or via friends or other programme participants. Barriers and facilitating aspects as well as the different strategies they used were explored. During their job-seeking process, the respondents reported experiencing discrimination or having their competences undervalued. To increase job prospects, the respondents had, for example, worked as assistant nurses or medical assistants before beginning the complementary programme. Respondents had developed their language by using different resources. Due to high labour market conditions, respondents had moved or changed specialty to increase job prospects. Study III revealed that age was a predictor for succeeding on the licensing exam, and that the complementary programme seemed to reduce the negative age effect for participants aged 45 years or older. In the qualitative material, perceived influential aspects for succeeding or failing on the exam related to the two themes preparations and biographical aspects, and to the exam and exam situation. Study IV explored aspects that influenced choices of employment and specialty, and found that the most important aspects related to choosing employment were the ability to combine work with family, and possibilities for developing competences. The majority of the respondents had specialised in general medicine, and women were more likely to specialise in general medicine than men. Influencers on the interviewees' motivation and choice to specialise in general medicine related to the themes of job opportunities, positive experiences from PHC, working conditions and family conditions. Conclusions Barriers and limiting circumstances may derive from the micro and meso levels, and influence on a micro level; however, individuals still have agency. They can influence their paths to the labour market and advance within it through certain strategies and/or facilitating aspects. Many barriers and facilitating aspects corresponded to one another and were two sides of the same proverbial coin. The social context and environment influenced the study participants' choices regarding where to work and in which specialty. Aspects relating to work life and private life collaborated to influence motivation and choices. As a group, these MPs could be interpreted as being hierarchically positioned lower in the Swedish medical field than physicians who trained in the country. However, on an individual level, this may not hold true, as the group is heterogeneous in terms of gender, ethnicity, country of origin, country for medical education, and age. Influential aspects on the macro, meso and micro levels may change over time.

Context: The Chinese government launched a comprehensive healthcare reform to tackle challenges to health equities. Medical education will become the key for successful healthcare reform. Purpose:We describe the current status of the Chinese medical degree system and its evolution over the last 80 years. Content: Progress has been uneven, historically punctuated most dramatically by the Cultural Revolution. There is a great regional disparity. Doctors with limited tertiary education may be licensed to practice, whereas medical graduates with advanced doctorates may have limited clinical skills. There are undefined relationships between competing tertiary training streams, the academic professional degree, and the clinical residency training programme (RTP). The perceived quality of training in both streams varies widely across China. As the degrees of master or doctor of academic medicine is seen as instrumental in career advancement, including employability in urban hospitals, attainment of this degree is sought after, yet is often unrelated to a role in health care, or is seen as superior to clinical experience. Meanwhile, the practical experience gained in some prestigious academic institutions is deprecated by the RTP and must be repeated before accreditation for clinical practice. This complexity is confusing both for students seeking the most appropriate training, and also for clinics, hospitals and universities seeking to recruit the most appropriate applicants. Conclusion: The future education reforms might include: 1) a domestic system of 'credits' that gives weight to quality clinical experience vs. academic publications in career advancement, enhanced harmonisation between the competing streams of the professional degree and the RTP, and promotion of mobility of staff between areas of excellence and areas of need; 2) International - a mutual professional and academic recognition between China and other countries by reference to the Bologna Accord, setting up a system of easily comparable and well-understood medical degrees.

Este trabalho tem como propósito investigar o ensino da Temática SUS no curso de graduação em Medicina da Universidade Federal do Amapá envolvendo três movimentos: 1. Caracterização da abordagem do SUS na estrutura formal do currículo, em âmbito Institucional; 2. Identificação das condições do ensino do SUS na graduação médica na perspectiva do reitor, da coordenação e tutores do curso; 3. Avaliação do ensino da temática do SUS na perspectiva dos alunos do 5º semestre do curso. O primeiro movimento comportou a análise documental tendo como fonte o Projeto Pedagógico do Curso (PPC). No segundo movimento, os dados foram coletados a partir de entrevista semi-estruturada. O terceiro movimento consistiu na investigação da percepção dos alunos do 5º semestre sobre o ensino do SUS a partir da aplicação de um questionário e a realização de dois grupos focais. Privilegiando uma abordagem qualitativa, os dados foram analisados a partir da técnica de análise do conteúdo, modalidade temática. O PPC do curso de Medicina da UNIFAP preconiza o ensino voltado para o SUS, valorizando o aprendizado pela prática, atendendo as recomendações das DCN (2001). Para o reitor, a metodologia tem demonstrado ser melhor para o aprendizado do SUS do que no modelo tradicional de ensino, mas aponta problemas na execução prática do projeto. Segundo os docentes, o modelo de ensino integrado ainda apresenta dificuldades na interlocução entre conteúdos das áreas básicas com as clínicas, assim como entre a teoria e a prática. Para os docentes, os alunos conhecem o SUS e a temática é bem aceita por eles. Ressaltamse, entretanto, deficiências relacionadas às condições de ensino nos espaços das unidades de saúde, envolvendo não só as condições físicas quanto à disponibilidade de profissionais para receber os alunos. Consoante com estes resultados, os alunos referem como satisfatório o aprendizado teórico, deixando a desejar o aprendizado prático nos cenários do SUS. Valorizando o IESC como propiciador de vivências práticas, eles identificam falhas referentes à qualificação de docentes e preceptores, em meio às deficiências das UBS, que se explicita na crítica ao planejamento das atividades didáticas exercidas junto aos alunos. O estudo sugere como proposta o desencadeamento de um movimento de reavaliação do processo de implantação do projeto político pedagógico, ao lado das medidas já em andamento. ; The aim of this study was to investigate the teaching of the SUS* (National Health System) in the undergraduate course of Medicine, at the Federal University of Amapá involving three movements: 1. Characterization of the SUS approach in the formal structure of the curriculum inside the Institutional organization 2. To identify the SUS teaching conditions in undergraduate course of medicine from a dean, coordination and tutors´ perspectives in relation to the course 3. Evaluation of the SUS teaching, from the perspective of 5th semester students of the course. The first movement involved document analysis based on the Pedagogical Project Course (PPC). In the second movement, data were collected through semi - structured interviews. The third movement investigated the 5th semester students´ perceptions on SUS teaching based on an applied questionnaire and two focus groups were conducted. Privileging a qualitative approach, data were analyzed using the technique of analysis of thematic content. The PPC of UNIFAP Course of Medicine advocates the SUS teaching, valuing learning in practice, in accordance with NCG (National Curriculum Guidelines, 2001). According to the dean of the university, the applied methodology showed to be better to learn the SUS than in the traditional teaching model, but he points out problems in the practical implementation of the project. According to teachers, the integrated model of education still presents difficulties in the dialogue between content of the basic areas with clinical, as well as theory and practice. For them, students know the SUS thematic and this thematic is we ll accepted by them. However, they emphasized the deficiencies related to the conditions of education in the areas of health facilities, involving not only the physical conditions as the availability of professionals to receive students. Consistent with these results, students refer as satisfactory the theoretical learning, but emphasize that the practical learning was not satisfactory in SUS environment. Valuing the teaching-service community integration – IESC, as a place which enables the practical experience, they identified some problems regarding professors and preceptors qualification among de Health Basic Units deficiencies, which explains the criticism when planning didactical activities performed by the students. The study suggests a movement to reassess the implantation of the political pedagogical project in conjunction with the current measures.

Bill introduced by the Texas Senate relating to meeting the graduate medical education needs of medical degree programs offered or proposed by public institutions of higher education.

Bill introduced by the Texas Senate relating to meeting the graduate medical education needs of new medical degree programs offered by public institutions of higher education and to the employment status of certain residents participating in certain graduate medical education programs.

With competition for medical posts at an all-time high, it is vital that your Medical CV stands out over those of your fellow applicants. This comprehensive, unique and easy-to-read guide has been written with this in mind to help prospective medical students, current medical students and doctors of all grades prepare a Medical CV of the highest quality. Whether you are applying to medical school, currently completing your medical degree or are a doctor progressing through your career (foundation doctor, specialty trainee in general practice, surgery or medicine, GP career grade or Consultant)

AbstractLabour migration is one of the features of the modern labour market. The development of transport infrastructure, the spread of non‐standard forms of employment, the globalization of all spheres of human activity and the growing unevenness of territorial development led to an increase in the mobility of the economically active population. In addition, various environmental disasters or military actions, such as the Russian Federation's war against Ukraine in February 2022, have an impact on the spread of migration. Labour migration undoubtedly contributes to the redistribution of labour and the efficiency of human capital. At the same time, like most other manifestations of a flexible labour market, labour migration poses a threat to weakening the social protection of workers, and therefore requires new, non‐standard approaches to the organization of social security. Several scientific methods were used to conduct the study, including general scientific approaches such as dialectic, analysis, synthesis, abstraction and analogy. In addition, specific legal methods were used, in particular, formal legal, comparative legal and systemic‐structural approaches. The purpose of this article is to study the current state of legislation and state policy on the social security of labour migrants. The aim is to identify existing problems and develop recommendations for their solution with the ultimate goal of improving the social protection of labour migrants.

In recent years there has been a radical change in institutions of highereducation. The number of students has increased, the competition indelivering quality programs is a demand required by the market environment.With the passage of time, new academic degrees have appeared that are linked together by an increasingly technological society. Globalization and democratic access to education and the experiences of international academics of many students require the standardization of their academic qualifications.The following academic degrees are abbreviated in bylines and in the text when used with the full name of a person. Degrees below the master's level are generally not listed in bylines or elsewhere. If the bachelor ? s degree is the highest degree held, it may be listed. Exceptions are also made for specialized degrees, licenses, certifications, and credentials below the master's level in medical and health-related fields. Any unusual degrees should be verified with the author. Unusual degrees should always be checked with the person. There are different categories of academic degrees for post-secondary students, mainly associate or technical bachelor or professional, specialist, sub-specialist, master's and doctorate. To get one of these degrees can take between 1-8 years, depending on the degree level and the field of study. ; En los últimos años ha habido un cambio radical en las instituciones de educaciónsuperior. El número de estudiantes ha aumentado, la competencia en impartir programas de calidad es una exigencia que demanda el entorno del mercado. Con el pasar del tiempo, han aparecido nuevos grados académicos que van unidos de la mano de una sociedad cada vez más tecnológica. La globalización y el acceso democrático a la educación y las experiencias de académicas internacionales de muchos estudiantes, precisan la estandarización de sus títulos académicos. Las siguientes abreviaturas corresponden a los grados académicos que son usados y deben escribirse después del nombre y apellido de la persona. Los grados por debajo de una maestría y que no corresponden a un grado profesional no se escriben; a menos que sea el máximo título que tiene una persona. Los grados especializados, licencias, certificaciones y credenciales por debajo del nivel de maestría en los campos médicos y en general del área de la salud deben escribirse. Los grados inusuales deben ser verificados siempre con la persona. Hay diferentes categorías de grados académicos para los estudiantes de postsecundaria, principalmente: asociado o técnico, licenciatura o profesional, especialista, maestría o magister y doctorado. Obtener uno de estos grados puede tomar entre 1-8 años, dependiendo del nivel del grado y el campo de estudio. Los diplomados no conducen a la obtención de un título o grado académico; no se consideran estudios de posgrado, pero sirve en algunas ocasiones para certificar el conocimiento de un tema específico.

In 1975 the British General Medical Council ceased to recognize Indian medical degrees as sufficient qualification for practice as a doctor in Britain. For several years previously the G.M.C. had refused to grant automatic recognition to the degrees of the new Indian medical colleges, and this had soured relationships between the G.M.C. and its Indian counterpart, the Medical Council of India. In retaliation for the British move, the M.C.I. ceased to recognize British medical degrees, and higher qualifications from Britain awarded after 1976 would not be accepted from candidates for promotion in medical colleges and other public sector jobs. This controversy was not as novel as recent commentators have supposed. Indian medical degrees had been refused recognition once before—in 1930—and the issue of G.M.C. recongnition had been at the heart of a dispute between the Indian medical colleges and the British medical authorities which had raged from the end of the First World War to the eve of the Second.

The need for mediation of medical institutions across the country has become a pivotal concern for aspirants who would like to pursue a medical degree. For instance, though the government has laid down the fee amount that is to be charged by these institutions, many of them do not adhere to the mandates of the government and are charging a fee much higher than the one prescribed. So much so that medical studies have become but a distant dream for thousands of students across the country, who would probably be the good doctors of the future. This article aims to study the reasons why Indian students opt to pursue their medical career in institutions abroad rather than in their own country. The parameters that drive their decisions, the consequences of pursuing medical degrees abroad and other related issues have been discussed in this context.

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of figures and tables -- List of contributors -- Preface -- Acknowledgements -- List of abbreviations -- 1 Preparing for study -- Introduction -- Reading skills -- Reading effectively -- Vocabulary -- Assessments -- Using the library effectively -- Finding information - literature searching -- Evaluating information -- New technology and social media -- Note taking -- Writing skills for academia -- Referencing -- Glossary compilation -- Chapter summary -- Glossary -- Further resources -- Further reading -- References -- 2 Work-based learning -- Introduction -- Lifelong learning -- Work-based learning: what is it? -- Making sense of work-based learning -- Personal development plans -- The role of your mentor/supervisor -- Demonstrating your work-based learning -- Reflection -- Chapter summary -- Further resources -- Further reading -- References -- 3 Communication -- Introduction -- Definitions of communication -- Methods of communication -- Modes of communication -- Principles of communication -- Communicating with clients -- VERA - a framework for compassionate communication -- Applying communication skills -- Models of communication -- Reflecting on communication -- Chapter summary -- Further resources -- Further reading -- References -- 4 Working in teams -- Introduction -- Understanding relationships within teams -- Reflection and developing empathy with colleagues -- Communication within teams -- Strategies for improving communication in teams -- Non-defensive communication -- Offering constructive criticism -- Avoiding blame culture -- Influencing other people's behaviour in teams -- Role modelling -- Whistleblowing -- Tribalism related to teams -- Collaboration -- Leadership in teams -- Leadership and management -- Recognising burnout in our colleagues.