Jacqueline M I Torti, Sudha Koppula, Olga Szafran, Kimberley Duerksen, Martina Barton
{"title":"Cultural concordant care: insights from international medical graduate family physicians in Canadian practice.","authors":"Jacqueline M I Torti, Sudha Koppula, Olga Szafran, Kimberley Duerksen, Martina Barton","doi":"10.1080/14739879.2025.2506070","DOIUrl":null,"url":null,"abstract":"<p><p>Within Canada, 25% of physicians are international medical graduates (IMGs) who completed medical school outside of Canada. While they may share similar cultural backgrounds with Canada's multi-cultural population, they have been trained abroad. The purpose of this study was to identify the rewards and challenges experienced by IMG family physicians when caring for patients of the same cultural background as the physician. Using a descriptive qualitative approach, we conducted in-depth, semi-structured interviews with 18 practicing, licenced IMG family physicians in Edmonton and Calgary, Alberta, Canada. The interview questions addressed the rewards and challenges of providing culturally concordant care. Audiotaped interviews were transcribed and subject to qualitative latent content analysis. The study findings revealed that the rewards of caring for patients of the same cultural background as the IMG family physician included: shared cultural values; a common language; and establishment of patient rapport and trust. The challenges associated with caring for patients of the same cultural background as the IMG physician included: concerns with patients crossing boundaries; communication challenges; and perception of appointments being longer. Understanding these dynamics can help better prepare IMGs for family practice, particularly in navigating professional boundaries, which should be emphasised during IMG training and induction into the healthcare system.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-7"},"PeriodicalIF":1.5000,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education for Primary Care","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/14739879.2025.2506070","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PRIMARY HEALTH CARE","Score":null,"Total":0}
引用次数: 0
Abstract
Within Canada, 25% of physicians are international medical graduates (IMGs) who completed medical school outside of Canada. While they may share similar cultural backgrounds with Canada's multi-cultural population, they have been trained abroad. The purpose of this study was to identify the rewards and challenges experienced by IMG family physicians when caring for patients of the same cultural background as the physician. Using a descriptive qualitative approach, we conducted in-depth, semi-structured interviews with 18 practicing, licenced IMG family physicians in Edmonton and Calgary, Alberta, Canada. The interview questions addressed the rewards and challenges of providing culturally concordant care. Audiotaped interviews were transcribed and subject to qualitative latent content analysis. The study findings revealed that the rewards of caring for patients of the same cultural background as the IMG family physician included: shared cultural values; a common language; and establishment of patient rapport and trust. The challenges associated with caring for patients of the same cultural background as the IMG physician included: concerns with patients crossing boundaries; communication challenges; and perception of appointments being longer. Understanding these dynamics can help better prepare IMGs for family practice, particularly in navigating professional boundaries, which should be emphasised during IMG training and induction into the healthcare system.
期刊介绍:
Education for Primary Care aims to reflect the best experience, expertise and innovative ideas in the development of undergraduate, postgraduate and continuing primary care education. The journal is UK based but welcomes contributions from all over the world. Readers will benefit from the broader perspectives on educational activities provided through the contributions of all health professionals, including general practitioners, nurses, midwives, health visitors, community nurses and managers. This sharing of experiences has the potential for enhancing healthcare delivery and for promoting interprofessional working.