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加拿大进修经历:国际医学毕业生面临的不同挑战与情绪及缓解策略

Canadian fellowship experience: the different challenges and emotions faced by an International Medical Graduate and mitigation strategies.

作者信息

Belfiore Elio Br, Zasso Fabricio B, Santos Filipe Nc

机构信息

Department of Anesthesia, Saint Michael's Hospital, Unity Health Toronto, University of Toronto, Ontario, Canada.

Department of Anesthesia, Mount Sinai Hospital-Sinai Health System Toronto, University of Toronto, Ontario, Canada.

出版信息

Can Med Educ J. 2022 Sep 1;13(5):106-110. doi: 10.36834/cmej.74696. eCollection 2022 Sep.

Abstract

Acknowledging the mental remodeling that a foreign physician goes through and attempting to mitigate the difficulties of this process is crucial to achieving better outcomes in education and patient care. Canada's Healthcare System offers Clinical Fellowship Programs that allow physicians specialists to obtain advanced expertise in a chosen subspecialty. In a Clinical Fellowship, Canadian Medical Graduates (CMGs) practice alongside International Medical Graduates (IMGs); however, there is evidence that they undergo different challenges in the learning experience. IMGs usually have a higher cognitive load during the adaptation period, which can be due to multiple factors, such as the transition to practice in a foreign country, language, level of supervision, teaching methods applied, feeling disconnected from home, and other competing needs fellows face outside of the clinical context. We propose strategies that may help mitigate the transition to practice process that IMGs undergo when starting a Canadian fellowship, such as Self-Efficacy Encouraging Approach, Thinking Framework Across Cultures, and Social Engagement and Wellbeing.

摘要

认识到外国医生所经历的心理重塑,并试图减轻这一过程中的困难,对于在教育和患者护理方面取得更好的成果至关重要。加拿大的医疗保健系统提供临床研究员项目,使专科医生能够在选定的亚专业领域获得高级专业知识。在临床研究员项目中,加拿大医学毕业生(CMGs)与国际医学毕业生(IMGs)一起实习;然而,有证据表明他们在学习经历中面临不同的挑战。国际医学毕业生在适应期通常有较高的认知负荷,这可能是由于多种因素造成的,比如向国外执业的过渡、语言、监督水平、应用的教学方法、与家乡失去联系的感觉,以及研究员在临床环境之外面临的其他相互竞争的需求。我们提出了一些策略,可能有助于减轻国际医学毕业生在开始加拿大研究员项目时所经历的向执业过渡的过程,比如自我效能鼓励法、跨文化思维框架以及社交参与和幸福感。

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