Quality Standards of Transitional Programmes for International Medical Graduates: An International Modified Delphi Study to Develop a Theory-Based Framework

IF 1.4 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher Pub Date : 2025-04-06 DOI:10.1111/tct.70092

Carlos Murillo-Zepeda, Mark Pearson, Amaya Ellawala

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引用次数: 0

Abstract

Background

Interventions aimed at supporting international medical graduates during the transition to host countries facilitate adjustment to these new workplace environments. Despite the progress made on clarifying the mechanisms operating behind successful interventions, there is still a theory-practice gap that stems in part from lack of guidance on their design and implementation. Therefore, this study sought to develop and validate a set of standards to enhance the quality of the design and implementation of programmes aimed at supporting the transition of international medical graduates to the host countries' healthcare and educational systems.

Methods

A modified e-Delphi method was applied for this study. Initially, a literature review was carried out to identify potential participants. Subsequently, a preliminary questionnaire was developed by adapting the key assumptions of a programme theory. Then, the consensus panel was assembled including researchers and programme directors with expertise in training international medical graduates. Participants' ratings were polled iteratively over two rounds, and items with a consensus agreement above 50% in the relevance criterion were included in the final set of standards.

Results

The response rate was 16% (20/119). Most panellists were from European countries and the majority held professor positions in urban, university-based settings. This set of quality statements emphasise the importance of organisational culture and the responsibility of host-institutions to support the transition of IMGs to the new workplace environment.

Conclusions

This project provides a validated theory-based framework to inform decisions on the design and implementation of programmes aimed at supporting the transition of international medical graduates to the host countries' healthcare and educational systems. Further research endeavours should evaluate the impact of this set of standards on adjustment outcomes.

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背景旨在支持国际医学毕业生向东道国过渡的干预措施有助于他们适应新的工作环境。尽管在阐明成功干预措施背后的运作机制方面取得了进展，但理论与实践之间仍然存在差距，部分原因是缺乏设计和实施方面的指导。因此，本研究试图制定并验证一套标准，以提高旨在支持国际医学毕业生向东道国医疗保健和教育系统过渡的计划的设计和实施质量。方法本研究采用了经过修改的 e-Delphi 方法。首先，我们进行了文献综述，以确定潜在的参与者。随后，根据方案理论的关键假设，编制了一份初步问卷。然后，组建了共识小组，成员包括研究人员和在培训国际医学毕业生方面具有专长的项目主任。对参与者的评分进行了两轮反复调查，在相关性标准方面达成一致意见超过 50%的项目被纳入最终标准。结果答复率为 16%（20/119）。大多数小组成员来自欧洲国家，大多数在城市大学担任教授职务。这套质量声明强调了组织文化的重要性，以及东道机构有责任支持 IMGs 过渡到新的工作环境。结论本项目提供了一个经过验证的理论框架，为设计和实施旨在支持国际医学毕业生向东道国医疗和教育系统过渡的计划提供决策依据。进一步的研究工作应评估这套标准对适应结果的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Clinical Teacher MEDICINE, RESEARCH & EXPERIMENTAL-

CiteScore

2.90

自引率

5.60%

发文量

113

期刊介绍： The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.