Supervising non-UK medical graduates
Doctors who have qualified outside of the UK form a vital part of the NHS workforce. But having qualified in a different country and culture and perhaps (although not inevitably) in a different language, difficulties can be encountered when a prior medical training is transposed to the UK healthcare setting. This e-learning module aims to help supervisors provide effective support to doctors who qualified outside of the UK.
The approach outlined in this module draws heavily on the comprehensive well-researched programme produced by the Association of Faculties of Medicine of Canada in 2006 (Steinert and Walsh, 2006). In particular, this module has adopted a number of the underlying principles that informed the Canadian programme:
- The content and process of a faculty development programme for supervisors of non-UK qualified doctors is not fundamentally different than one for supervisors of UK qualified doctors. However certain topics may be encountered more frequently – or become more pronounced – when working with internationally qualified doctors.
- A ‘deficit-based approach’ to understanding the difficulties of non-UK qualified doctors must be avoided.
- Opportunities for doctors who qualified outside the UK to contribute to the training of other learners should be encouraged
- All educators must recognise - and acknowledge - that each doctor who qualified outside the UK is a unique individual.
In adopting this approach, after defining key terms, the module begins by looking at the contribution of non-UK qualified doctors to the UK medical workforce and only then examines some of the ways in which the career trajectories of these doctors may be less straightforward than their counterparts who qualified in the UK.
Incorporating the idea that faculty development programmes for doctors who qualified outside the UK should not be fundamentally different from a programme for UK qualified doctors, the module then outlines a generic approach to supervision that applies to all doctors in all clinical settings. The remaining sections of the module (sections 6 to 12) have been structured according to the Canadian programme, but UK resources and research have been incorporated whenever possible.