背景:国际医学毕业生(IMGs)占英国医生劳动力的41%,但通常以孤立的角色工作,收到关于他们工作的最少建设性反馈,并提供有限的职业发展机会。我们进行了一项调查,研究了IMG或少数民族背景的医生对给予他们的支持的看法。
方法:对医生人口统计学进行了调查,第一次NHS任命的等级和日期,NHS提供的熟悉和支持,归纳和学习假,专业和语言评估委员会考试和一般医学理事会(GMC)转介。它是通过surveymonkey起草的。co.英国平台,并通过相关封闭医疗团体传播。
结果:共有173名IMG和16名英国训练有素的医生(对照)参加了调查。在IMG的第一份工作中,没有专门的主管,导师,归纳法,阴影期和学习假56%,86%,52%,59%和52%,分别。提出的改进建议包括教学会议,导师,工作导向,编外期和有偿归纳率80%,78%,76%,分别为61%和41%。虽然59%的参与者知道另一个IMG提到了GMC,给出的主要原因是缺乏对NHS的了解,偏见,沟通困难和文化差异。
结论:本文反映了医生对IMG在第一次NHS任命和随后在NHS工作期间给予支持的观点。IMG需要一个集中而详细的归纳,导师,在向NHS过渡的整个过程中进行教育和临床监督。
BACKGROUND: International medical graduates (IMGs) account for 41% of the UK doctor\'s workforce but often work in isolated roles, receive minimal constructive feedback regarding their work and offered limited opportunities for career progression. We conducted a survey researching the views of IMGs or doctors from ethnic minority backgrounds on the support given to them.
METHODS: A survey was carried out on physician demographics, grade and date of first NHS appointment, familiarity and support offered in NHS, induction and study leave, Professional and Linguistic Assessments Board exams and General Medical Council (
GMC) referrals. It was drafted via surveymonkey.co.uk platform and circulated via relevant closed medical groups.
RESULTS: A total of 173 IMGs and 16 British trained doctors (controls) took the survey. In the IMGs first job, there was no dedicated supervisor, mentor, induction, shadowing period and study leave for 56%, 86%, 52%, 59% and 52%, respectively. Suggestions given for improvements included teaching sessions, mentors, work orientation, supernumerary period and paid induction by 80%, 78%, 76%, 61% and 41% respectively. While 59% of participants knew of another IMG referred to the
GMC, the primary reasons given were lack of knowledge of NHS, bias, communication difficulties and cultural differences.
CONCLUSIONS: This paper reflects the views of doctors regarding the support given to IMGs during their first NHS appointment and subsequent jobs in the NHS. IMGs require a focused and detailed induction, mentorship, educational and clinical supervision throughout their transition to the NHS.