Supporting International Medical Graduates in the NHS

International Medical Graduates represent a significant part of the UK medical workforce. Often highly qualified in their home countries, they arrive in the NHS without the experience of either system or culture. Their chance of success is determined by the orientation program and governance structures are in place to support them. In this report, we describe two structures we designed independently to support IMGs from recruitment through to their transition into working in the NHS. We describe the Epsom St Helier Academy and King’s College Orientation Programs in the pre-COVID and COVID19 era. Our programs offer a blueprint for other healthcare organisations looking to improve the integration and experience of IMGs in the NHS. Peer reviewed by Simon Gregory & Vijay Nayar

The College Orientation Workshop as an Experiential, Positive Youth Development Program

Background: The 4-week-long College Orientation Workshop (COW) is an experiential education program that combines physical and mental challenges with classroom instruction to promote self-confidence, self-control, wellness, and life success in promising male youth facing challenges to reaching their full potential. Purpose: This was an exploratory study to assess whether young men who completed the program manifested psychological and/or physical changes. Methodology/Approach: Sixteen young men were assessed at the beginning and end of the program. Physical measures included fitness test scores (pull-ups, sit-ups, push-ups, 1.5 mile run time), resting blood pressure, and pulse rate. Psychological variables included positive and negative affect, life satisfaction, self-esteem, self-efficacy, perceived control, self-control, impulsivity, social support, and subjective socioeconomic status. Findings/Conclusions: From pre- to post-COW, there were significant increases in self-esteem, positive affect, and sit-ups completed as well as significant decreases in run times, systolic and diastolic blood pressure, and heart rate. Several nonsignificant trends were also detected. Associations of psychological variables with fitness/health measures suggest that changes in the latter may be partly due to changes in the former. Implications: The COW Program may be an effective experiential education program. Follow-up studies with program participants are currently underway to determine longer term outcomes.

Challenging Heterosexual White College Men to Engage in Campus Diversity Efforts

Most college orientation programs include sessions on diversity-related topics (NODA, 2014). Yet, bias-motivated behavior continues to affect post-secondary institutions. Heterosexual White college men are often responsible for this behavior and also disengage from campus diversity efforts more than any other student group. The Straight White College Men Project, a multi-institutional qualitative research study with 92 participants, explored what attracts or repels students from campus diversity efforts. Findings directly inform the ways orientation professionals can challenge heterosexual White college men to engage in diversity efforts during and after orientation programs. Recommendations for orientation professionals are presented.

Assessment of a College Orientation Course for International Students

Orientation programs beyond a single experience are useful for the creation of peer relationships, development of college student identity, and fostering a connection to the college (Soria, Lingren Clark, & Coffin Koch, 2013). In the case of international students, Olivas and Li (2006) recommend that these programs address cultural factors and the demands of the U.S. education system and promote campus services. The purpose of the article is to describe a college orientation course for international students and to examine feedback from course participants in order to identify potential changes to content and delivery for improved outcomes.

An Empirical Study on Factors Influencing Business Students’ Choice of Specialization with Reference to Nizwa College of Technology, Oman

The academic specialization chosen by students is of crucial importance for their future career and therefore they should have access to appropriate information and guidance that would help facilitate a more optimal decision. This study aims to identify the variables that influence business students to choose their specialization. A sample of 163 business students from Nizwa College of Technology, Sultanate of Oman, is selected for the study. Factor analysis and multiple regression analysis are used for analysis. The most important variable that influences the students’ choice of specialization is the variable ‘Liking and preference of specialization’ (X2) with the highest mean. The factor analysis analysis output reveals the five sub-scales that influence students’ choice of specialization; Preference and dissonance post choice, Self and Peer influence, Nature of marketing specialization, Gender and specialization choice, Convenience and career. College orientation on specialisation (X5) is a significant factor that influences the students to advice their juniors to make the first choice of specialisation viz. HRM (63%), Accounting (32%) and Marketing (5%).