Lit Review 1-5

Review 1

International Medical Graduates in American Medicine: Contemporary challenges and opportunities

            A position paper by the AMA-IMG Governing Concil

January 2010

This is a 45 page report on international medical graduates. The AMA does a great job of displaying the market of physicians and the importance of IMGs.  They display where IMGs come from, what states they operate in, and what fields they mostly go into. AMA provides a history of where and why IMGs are important to the American health system.

Useful charts can be found on page 8, 19, 24, and 36

“brain drain” p 36

International Medical Graduates in American Medicine. America: AMA_IMG, Jan. 2010. PDF.

 Review 2

REPORT TO THE U.S. CONGRESS BY THE NATIONAL COMMITTEE ON FOREIGN MEDICAL EDUCATION AND ACCREDITATION RECOMMENDING INSTITUTIONAL ELIGIBILITY CRITERIA FOR PARTICIPATION BY CERTAIN FOREIGN MEDICAL SCHOOLS IN THE FEDERAL FAMILY EDUCATION LOAN PROGRAM

This report is very important to my paper. This outlines the reasoning for the expansion of foreign medical schools as well as makes recommendations that the federal government eventually will follow. Of the most important facts presented in my paper from this report are

·       Schools already in the federal aid program as of 2007

·       How much these schools received in aid

·       Reasoning behind the accreditation agencies that are acceptable to the Department of Education

·       Reasoning behind no on site visits by American federal regulators

·       IMG mal-practice information

·        ” A total of 48,554 IMGs from the 1992 to 2007 classes are currently licensed by an SMB.

o   Of the 48,554, SMBs took disciplinary action against the licenses of 518, or 1.1 percent.

·        A total of 243,565 U.S./Canadian graduates from the 1992 to 2007 classes are currently licensed by an SMB.

o   Of the 243,565, SMBs took disciplinary action against the licenses of 3,178, or 1.3 percent.

Year-over-year comparisons of the disciplinary data (particularly for the years 1997 through 2007) show only negligible differences between IMGs and US/Canadian medical school graduates. Therefore, the NCFMEA does not offer a recommended level of performance in this

Area (p25)

United States of America. The Department of Education. The National Committee On Foreign Medical Education and Accreditation. Recommending Institutional Eligibility Criteria for Participation by Certain Foreign Medical Schools in the Federal Family Education Loan Program. N.p.: n.p., 2009. Print.

Review 3

Foreign Schools: Institutional Eligibility

This At-A-Glance document provides the eligibility requirements for Foreign Schools to participate in the Title IV (Federal Direct Loan Program).

This is the paper that came as a response to the NCMEA report which outline the expansion of the Title IV founds to foreign intuitions.  It defines foreign institution, lays out what qualifies and how a county should apply

Foreign Graduate Medical School Criteria:

For purposes of the Title IV, HEA Programs, a foreign graduate medical school is defined as follows:

·      A foreign institution (or, for a foreign institution that is a university, a component of that foreign institution) having as its sole mission providing an educational program that leads to a degree of medical doctor, doctor of osteopathic medicine, or the equivalent. A reference to a foreign graduate medical school as “freestanding” pertains solely to those schools that qualify by themselves as foreign institutions and not to schools that are components of universities that qualify as foreign institutions.

·      The Department regulations delineate general requirements for foreign graduate medical schools and specific requirements relating to: accreditation, admissions policies, collection and submission of data, clinical training, citizenship and USMLE pass rate percentages, the location of the program, and other criteria.

In order for a foreign graduate medical school to be eligible to participate in the Direct Loan Program:

·      At least 60 percent of its full-time regular students in the medical school and at least 60 percent of the school's most recent graduating class must have been persons who did not meet the Title IV, HEA Program citizenship and residency criteria (i.e., U.S. citizens, U.S. nationals, U.S. lawful permanent residents, other eligible non-citizens) during the calendar year preceding the year for which any of the school's students seeks an title IV, HEA program loan, unless:

·      The school had a clinical training program approved by a State prior to January 1, 2008, and continues to operate a clinical training program in at least one State that approves the program;

United States of America. The Department of Education. Federal Student Aid. Foreign Schools: Institutional Eligibility. N.p.: n.p., n.d. Print.

 Review 4

Medical education in the Caribbean: a longitudinal study of United States Medical Licensing Examination performance, 2000-2009.

van Zanten M, Boulet JR.

Source

Foundation for Advancement of International Medical Education and Research (FAIMER), Philadelphia, PA 19104, USA. mvanzanten@faimer.org

PURPOSE:

Caribbean-educated physicians play an important role in the United States. The purpose of this study was to investigate medical school development in the Caribbean, concentrating on performance trends of Caribbean-educated physicians over the past decade.

This study explains the expansion of the Caribbean medical schools. Sixty-one medical schools operated in the Caribbean from 2000 to 2009, of which 56 are currently open, and approximately 10 new schools are in development. The number of Caribbean-educated ECFMG registrants has grown every year, from 1,510 in 2000 to 4,000 in 2009. USMLE Step 1 and Step 2 CK first-attempt pass rates generally increased over the study period. Performance trends by country varied widely.

CONCLUSIONS:

Medical education programs in the Caribbean and the number of Caribbean-educated ECFMG registrants continue to expand, with students/graduates showing performance improvement in some areas. Performance findings should be interpreted with caution, because of limitations the authors explain.

Review 5

For-Profit Colleges Only a Con Man Could Love

Barbarians in the Ivory Tower

Chris Parker

This paper outlines negative actions by all kind of for-profits in America. For my paper, I use this quote

Although tuition rates can run as high as those at America’s most esteemed universities, the education is generally substandard. In the end, most kids wind up walking away with a questionable degree bought at top dollar-and a mountain of debt to accompany it. (p2)

This is used to show that the high tuition rates for-profits used. Parker is more radical than me, but he does make good points in how for-profits view the educational field. Charging poor minority citizens high tuition rates is something medical schools in the Caribbean do.

Parker, Chris. For-Profit Colleges Only a Con Man Could Love Barbarians in the Ivory Tower. Digital image. Sakai.rutgers.edu. Rutgers, 22 Jan. 2013. Web. Nov. 2013. <https://sakai.rutgers.edu/access/content/group/af652d16-bca1-49fd-96a7-b4ff81bc298e/Course%20Reading%20-%20Supplements/For-Profit_Colleges_Chris_Parker.pdf>.