Reliance on migrant healthcare workers in the United Kingdom: A critical discourse analysis.

The UK National Health Service (NHS) has relied on Migrant Healthcare workers (M-HCWs) since its inception. These M-HCWs have typically come from Low and Middle-Income countries (LMICs) and particularly, countries that were previously under British colonial rule. Despite this, medical workforce shortages persist in the NHS and there has been a lack of policy consensus about how best to ameliorate it.

Clinical Ethics and Law Teaching: An Important Challenge for International Medical Education Partnerships.

There is an increasing commitment to building educational partnerships with institutions delivering healthcare professionals education globally. Projects with higher educational institutions in the Global South have become well established and whilst much of the educational content developed is easily translatable to partners across continents, one challenge is navigating contrasts that exist in ethics and law within international medical education. In this commentary, we reflect on the challenges faced when developing such medical educational resources and how we must avoid a 'one size fits all' approach through our collaborative efforts.

Lost in learning.

[26 May 2025]: This article was published in Early View in error. The article is under embargo and will republish in December 2025.

Implementation of virtual pathology teaching in health professions education: A systematic review: BEME Systematic Review No. 95.

Purpose: Rapid changes to learning technologies, accelerated by the COVID-19 pandemic, have led to the widespread adoption of virtual education. Pathology is an important medical science that is central to many curricula in health professions education (HPE). It has been impacted by the broader transition to virtual education.

Introducing a Synchronous Workshop Feedback Model for OSCE Development in an International Education Partnership.

University College London (UCL) and Newgiza University (NGU) have been in an academic collaboration since 2016. We describe the introduction of a real-time feedback model for OSCE assessments within this partnership. We developed a workshop for faculty members at UCL and NGU to co-develop OSCE stations for use in final year summative exams at NGU.

Educational priorities of low-and middle-income country medical diaspora organisations: A critical discourse analysis.

Rising global migration levels have led to growing diaspora populations. There has been interest in the role of diaspora healthcare professionals (HCPs) from low- and middle-income countries (LMICs) in development aid to their origin countries, although there has been comparatively less focus on their educational activities. This study examined the stated educational priorities of LMIC medical diaspora organisations, with a particular focus on the tension between promoting professional opportunities afforded by medical migration and contributing to healthcare workforce shortages due to migration away from LMICs.

Power and place: Uncovering the politics of global medical education.

Context: Politics is characterised by power relations, and the deployment of power is inescapably political. In an increasingly globalised and interconnected modern world, politics is shaping the field of medical education more than ever before. Global frameworks that classify peoples and places are political tools that are fundamentally shaped by hegemonic knowledge systems.

Medical education needs a new model for global leadership.

Background: Like other fields in medicine, medical education relies on collaboration and cooperation between countries and regions of the world, although no single institution or position unifies the global medical education community in the way that the WHO does in public health, for example. Recent research in medical education has drawn attention to many injustices that exist in the field, where power and influence is held in relatively few Global North countries, although most practice happens in Global South countries.

Methods: In this article, we examine three positions that hold global prominence in medical education, including the presidents of the World Federation for Medical Education and the Association for Medical Education in Europe, and winners of the Karolinska Institutet Prize for Research in Medical Education.

Examining the WFME Recognition Programme at 10 years.

Background: In 2012, the World Federation for Medical Education (WFME) evaluated and formally recognized the first agency in its Recognition Programme (RP). The RP was developed to review accrediting authorities in response to a 2010 policy by the Educational Commission for Foreign Medical Graduates (ECFMG) to require international medical graduates (IMGs) seeking to practice in the U.S.

#Anatomynotes: A temporal content analysis of anatomy education posts on Instagram.

Social media platforms such as Instagram are becoming increasingly popular sources for students to access anatomy educational resources. This review used content analysis to examine posts under the hashtag #anatomynotes and is the first to map the characteristics of anatomy education posts on Instagram and determine any temporal changes. Sample posts were gathered from April 2019 and April 2021 and categorized according to the technical format, purpose and author credentials.

Reconsidering a Global Agency for Medical Education: Back to the Drawing Board?

: The World Federation for Medical Education (WFME) was established in 1972 and in the five decades that followed, has been the de facto global agency for medical education. Despite this apparently formidable remit, it has received little analysis in the academic literature. : In this article, we examine the historical context at the time WFME was established and summarize the key decisions it has taken in its history to date, highlighting particularly how it has adopted positions and programmes that have seemingly given precedence to the values and priorities of countries in the Global North.

How should we do equity, diversity and inclusion work in health professions education?

This is an editorial for the special collection on equity, diversity and inclusion (EDI) for MedEdPublish. In this article, the guest advisors of this collection first reflect on the paradoxes in EDI in health professions education (HPE), then on the importance of recognising the existence of multiple authenticities on the basis of different contexts and settings, and finally encourage authors and readers to reflect on their position on the continuum of EDI work. They conclude the editorial by outlining the direction they wish to set for articles in the collection.

Is West Really Best? The Discourse of Modernisation in Global Medical School Regulation Policy.

In 2012, the World Federation for Medical Education (WFME) established a recognition programme to evaluate medical school regulatory agencies across the world, in response to a new U.S. accreditation policy.

Enhancing family medicine training to build capacity in Pakistan: a call for action.

A high-performing, integrated, primary healthcare system is essential to achieve universal health coverage (UHC) goals and improve health indicators. There is enough evidence that healthcare is cost-effective with significantly better outcomes in countries where primary care is delivered through trained family physicians. The concept of "Family Practice approach" is relatively new in developing countries like Pakistan, where majority of basic healthcare is provided by doctors without a formal postgraduate training.