Online Near-Peer Teaching for International Medical Graduates in the United Kingdom

IF 1.2 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher Pub Date : 2025-08-21 DOI:10.1111/tct.70185

Vikesh Bahadoor, Jelani Lewis-Knights, Nadya Brodie-Stedman, Bishoy Elgallab, Maria Prayle, Jean-Marc Pierre

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Abstract

The National Health Service (NHS) is undergoing a staffing crisis. Workforce planning has proposed that international medical graduates (IMGs) are to be significant in addressing this problem. However, IMGs currently practising in the United Kingdom have highlighted several difficulties in adjusting to the NHS. A free online near-peer teaching programme, IMG2UK, was developed to help IMGs with the transition to UK practice. IMG2UK has run for three iterations over 3 years with a total of 37 sessions of case-based, online teaching. Sessions were delivered by near peers who were IMGs with a minimum of 2-year NHS experience. These sessions were delivered over a period of 3 years and encompassed three PDSA cycles that guided improvements in the curriculum and delivery. This paper aims to provide a guide for creating a case-based teaching programme for IMGs who are new or intend to practise in the United Kingdom, which focuses on elements of clinical practice that are unique to the NHS, as there currently exists a gap in postgraduate medical education that specifically addresses this need.

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英国国际医学毕业生在线近同伴教学

英国国家医疗服务体系（NHS）正在经历人员危机。劳动力规划提出，国际医学毕业生在解决这一问题方面将发挥重要作用。然而，目前在英国执业的img强调了适应NHS的几个困难。开发了一个免费的在线近同伴教学项目IMG2UK，以帮助img向英国实践过渡。IMG2UK在三年多的时间里进行了三次迭代，总共有37次基于案例的在线教学。会议由具有至少2年NHS经验的img近同行提供。这些课程为期三年，包括三个PDSA周期，指导课程和教学的改进。本文的目的是为新的或打算在英国执业的img提供一个基于案例的教学方案的指南，该方案侧重于NHS独有的临床实践要素，因为目前在专门解决这一需求的研究生医学教育中存在差距。

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.