scholarly journals Organisational perspectives on addressing differential attainment in postgraduate medical education: a qualitative study in the UK

BMJ Open ◽  
2018 ◽  
Vol 8 (3) ◽  
pp. e021314 ◽  
Author(s):  
Katherine Woolf ◽  
Rowena Viney ◽  
Antonia Rich ◽  
Hirosha Jayaweera ◽  
Ann Griffin
Keyword(s):  
Medical Education ◽  
Curriculum Design ◽  
Postgraduate Medical Education ◽  
Change Strategies ◽  
Effect Change ◽  
Medical Graduates ◽  
Minority Ethnic Groups ◽  
The Uk ◽  
Evaluation Of Evidence ◽  
Minority Ethnic

ObjectivesTo explore how representatives from organisations with responsibility for doctors in training perceive risks to the educational progression of UK medical graduates from black and minority ethnic groups (BME UKGs), and graduates of non-UK medical schools (international medical graduates (IMGs)). To identify the barriers to and facilitators of change.DesignQualitative semistructured individual and group interview study.SettingPostgraduate medical education in the UK.ParticipantsIndividuals with roles in examinations and/or curriculum design from UK medical Royal Colleges. Employees of NHS Employers.ResultsRepresentatives from 11 medical Royal Colleges (n=29) and NHS Employers (n=2) took part (55% medically qualified, 61% male, 71% white British/Irish, 23% Asian/Asian British, 6% missing ethnicity). Risks were perceived as significant, although more so for IMGs than for BME UKGs. Participants based significance ratings on evidence obtained largely through personal experience. A lack of evidence led to downgrading of significance. Participants were pessimistic about effecting change, two main barriers being sensitivities around race and the isolation of interventions. Participants felt that organisations should acknowledge problems, but felt concerned about being transparent without a solution; and talking about race with trainees was felt to be difficult. Participants mentioned 63 schemes aiming to address differential attainment, but these were typically local or specialty-specific, were not aimed at BME UKGs and were largely unevaluated. Participants felt that national change was needed, but only felt empowered to effect change locally or within their specialty.ConclusionsRepresentatives from organisations responsible for training doctors perceived the risks faced by BME UKGs and IMGs as significant but difficult to change. Strategies to help organisations address these risks include: increased openness to discussing race (including ethnic differences in attainment among UKGs); better sharing of information and resources nationally to empower organisations to effect change locally and within specialties; and evaluation of evidence-based interventions.

Differential attainment: how can we close the gap in paediatrics?

2021 ◽  
pp. edpract-2020-321066
Author(s):  
Laura Kelly ◽  
Sailesh Sankaranarayanan
Keyword(s):  
Medical Education ◽  
Postgraduate Medical Education ◽  
Annual Review ◽  
Full Potential ◽  
Medical Specialties ◽  
Demographic Groups ◽  
Personal Cost ◽  
Medical Graduates ◽  
Satisfactory Outcome ◽  
The Uk

Differential attainment is the gap in attainment between different demographic groups undertaking the same assessment. Across the UK, we see differences in outcome in undergraduate and postgraduate medical education on the basis of gender, age, ethnicity and country of primary medical qualification which cannot be explained by a difference in ability. The largest gaps appear when we look at the variation in outcome between UK and international medical graduates (IMGs) and between white British and black, Asian and minority ethnic (BAME) doctors in postgraduate medical education. If we look to postgraduate medical examinations, the differences in attainment are stark and occur across all medical specialties, with paediatrics being no exception. The differences are also seen in the rates of relative success in recruitment to training posts and in a trainee’s likelihood of getting a satisfactory outcome at the Annual Review of Competence Progression. Ensuring all doctors reach their full potential is undoubtedly an issue of fairness that is of particular significance to paediatrics as IMGs make up 47% of our medical workforce and 36% of the paediatric workforce identifies as being from a BAME group. It is clear that if we fail to close the gap in differential attainment, there will be both a personal cost to affected individuals, but also a cost to the wider paediatric profession and the children they serve. This paper hopes to summarise the background and causes to differential attainment and look towards possible interventions that might tackle this issue.

Lone Mothers, Ethnicity and Welfare Dynamics

2009 ◽  
Vol 39 (1) ◽  
pp. 95-118 ◽  
Author(s):  
CHRISTINA MOKHTAR ◽  
LUCINDA PLATT
Keyword(s):  
Extensive Literature ◽  
Welfare Dependency ◽  
Data Set ◽  
Administrative Records ◽  
Lone Parents ◽  
Lone Mothers ◽  
Minority Ethnic Groups ◽  
Policy Concern ◽  
The Uk ◽  
Minority Ethnic

AbstractThis article investigates the ethnic patterning of exit from means-tested benefits in a UK town. Lone parents in the UK face high risks of poverty and high rates of receipt of means-tested, out-of-work benefits. There has been extensive policy concern with lone parents' poverty and with potential ‘welfare dependency’. Investigation of welfare dynamics has unpacked the notion of welfare dependency, and has stimulated policy to better understand the factors associated with longer rather than shorter durations. However, within this analysis, there has been little attention paid to ethnicity. This is despite the fact that the extensive literature on the UK's minority ethnic groups has emphasised diversity in both rates of lone parenthood and risks of poverty. To date we have little understanding of ethnic variation in lone parents' welfare dynamics. Using a data set drawn from administrative records, this article analyses the chances of leaving means-tested benefit for a set of lone mothers in a single town, exploring whether there is variation by ethnic group. We find that, controlling for basic demographic characteristics, there is little evidence to suggest that ethnicity affects the chances of benefit exit, even between groups where rates of lone parenthood are very different.

Factors that promote high post‐16 participation of some minority ethnic groups in England: a systematic review of the UK‐based literature

2011 ◽  
Vol 16 (1) ◽  
pp. 85-100 ◽  
Author(s):  
Beng Huat See ◽  
Carole Torgerson ◽  
Stephen Gorard ◽  
Hannah Ainsworth ◽  
Graham Low ◽  
...  
Keyword(s):  
Systematic Review ◽  
Ethnic Groups ◽  
Minority Ethnic Groups ◽  
The Uk ◽  
Minority Ethnic

Use of work-based assessments in postgraduate medical education

2019 ◽  
Vol 80 (5) ◽  
pp. 285-287
Author(s):  
Sulaiman Alazzawi ◽  
James Berstock
Keyword(s):  
Medical Education ◽  
Adult Learners ◽  
Mobile Devices ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Time Constraints ◽  
Educational Value ◽  
Postgraduate Medical Training ◽  
The Uk

Work-based assessments are ubiquitous in postgraduate medical training in the UK. This article discusses the variety of these assessments and explores barriers to their use and solutions for improving the educational value of these tools for adult learners. The focus should be on feedback and learning rather than assessment, and this may promote discussion of more challenging scenarios where the opportunity for learning is greater. Mobile devices may help reduce the administrative, geographical and time constraints of completing work-based assessments.

scholarly journals The Postgraduate Medical Education and Training Board (PMETB) goes live

2005 ◽  
Vol 29 (11) ◽  
pp. 431-433 ◽  
Author(s):  
Nick Brown
Keyword(s):  
Medical Education ◽  
Medical Practice ◽  
Postgraduate Medical Education ◽  
Postgraduate Education ◽  
Education And Training ◽  
Medical Education And Training ◽  
The Uk ◽  
And Training ◽  
Practice Education

The Postgraduate Education and Training Board (PMETB) was established by the General and Specialist Medical Practice (Education and Qualifications) Order, approved by parliament on 4 April 2003 to develop a single, unifying framework for postgraduate medical education and training across the UK. The Order placed a duty on the Board to establish, maintain and develop standards and requirements relating to all aspects of postgraduate medical education and training in the UK.

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