Applying Transition Pedagogy Principles to Refugee Healthcare Professionals and International Medical Graduates/Students

1. Reache North West – Applying transition pedagogy principles to refugee healthcare professionals and international medical graduates/students Dr Duncan cross University of Bolton d.cross@Bolton.ac.uk

2. Whistle stop tour • Background • Reache North West (intro, location, entry criteria) • Transition programme • Students (Diversity) • Programme Ethos and Design • Educational Interventions (EngagementandAssessment) • Evaluation and Monitoring procedures • Success of the programme

3. Background • 1/3 of UK healthcare workforce from overseas (including Europe) • Majority will have had postgraduate training in UK Higher Education • Transition programmes have not been common place in UK National Health Service (NHS)

4. Reache north west • REfugeeand Asylum seekers Centre for Healthcare professionals Education • Established 2003 • Funded by Health Education England (HEE) for the National Health Service (NHS) • Education, training and support to International Medical Graduates/Students

5. Location • Reache North West is based in a large UK NHS teaching hospital (Salford Royal NHS Foundation Trust) • North West of England (Near Manchester)

6. Entry to programme • Eligibility – • Qualification on World Health Organisation list of recognised institutions • Qualification must be recognised for equivalency with professional organisations (e.g. General Medical Council, Nursing and Midwifery Council) • Asylum seeker or refugee status

7. Transition programme • Primarily to meet regulatory requirements IELTS - International English Language Testing System PLAB - Professional Linguistic Assessment Board GMC - General Medical Council * Must have refugee status or right to work in addition

8. Students (Diversity) • Entry point dependent on student • New graduates to senior consultants and professors • Age range from early twenties to sixties • Origin and Languages • Origin of primary medical qualification • Since 2003 approximatley 700 students

9. Programme ethos (DESIGN) • Beyond the regulatory process • Safe and effective practitioners • Stenhouse 1975 p 142 ‘A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that is open to critical scrutiny and capable of effective translation into practice’

10. ‘Reache North West model of education and training for Refugee Healthcare Professionals – Cross 2014’ (Design)

11. Educational interventions (Engagement and assessment) • 6 days of English classes (ESOL, IELTS, Professional English) • Weekly Medical classes (ECK/Clinical Update/PLAN) • Experiential work based learning (Placements, CAPs) include weekly reviews • Safe and Effective Clinical Communication (SECC) • Preparing for Work (PFW) • Personal tutoring

12. Evaluation and monitoring • Emphasis on Safe practitioners not targets • Regulatory examinations points (e.g. Post Exam review regardless of result) • Review meetings every 6 months – whole team • 2 reports – Butler and Eversley (2006), Cross (2012) – both engaged students • Steering group

13. Success – Evaluation and Monitoring • Since 2003 • Over 700 applications to the programme • Over 200 returned to original career path • 150 to alternative careers • 50 removed from programme • 200 stopped attending with no further contact • Current cohort 100

14. What’s the cost • Budget around £400,000 annually • Now have over 200 additional taxpayers on medical salaries • Approx £1.5 million per year in tax contributions

15. Acknowledgements • Huge Thank You to REACHE NORTH WEST • Dr Maeve Keaney, Dr Anne Smalldridge. Mick Sykes, Dr Sam Campbell, Anne Ashworth, Michelle Brennan, Sam McCarter, Margaret Cartledge, Marilyn Morrison, students, and volunteers • University of Bolton - Jenkinson Awards

16. THANK YOU Any questions?