Warrens Hilary, Jeyapala Jeyapragash, Blakeway Helena, Craig Amy, Tol Isabel
West Hertfordshire Teaching Hospitals NHS Trust, UK.
London North West University Healthcare NHS Trust, UK.
Future Healthc J. 2024 Sep 27;11(4):100190. doi: 10.1016/j.fhj.2024.100190. eCollection 2024 Dec.
Migration to the UK continues to rise. Refugee and migrant health needs are complex and multifaceted, and UK medical schools do not equip trainees to care confidently for this population.
A systematic literature review was performed to design a curriculum, which includes core themes, learning objectives, and proposed teaching methods. This was mapped to the General Medical Council (GMC) outcomes for UK graduates.
Core themes were identified from 30 publications: knowledge, skills, leadership, advocacy and support. Topics include legislation, common conditions, social determinants of health, safeguarding and barriers to accessing care. Communication skills included trauma-informed and culturally sensitive consultations and interpreter use. Experiential learning programmes demonstrated high student satisfaction, development and patient impact. However, structured student support should be incorporated.
This adaptable curriculum correlates with GMC outcomes and may better equip doctors to deliver care to refugees, migrants and the wider UK population.
移民到英国的人数持续上升。难民和移民的健康需求复杂且多方面，而英国医学院校并未让学员有信心为这一人群提供护理。
进行了一项系统的文献综述以设计一门课程，该课程包括核心主题、学习目标和提议的教学方法。这与英国毕业生的英国医学总会（GMC）成果进行了映射。
从30篇出版物中确定了核心主题：知识、技能、领导力、宣传和支持。主题包括立法、常见病症、健康的社会决定因素、保障措施以及获得护理的障碍。沟通技巧包括有创伤知情和文化敏感的咨询以及口译员的使用。体验式学习项目显示出学生的高度满意度、成长以及对患者的影响。然而，应纳入结构化的学生支持。
这一适应性强的课程与GMC成果相关联，可能会让医生更好地为难民、移民以及更广泛的英国人群提供护理。
