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Journal articles on the topic 'Overseas trained'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

Leaver, Laurence. "Overseas-trained refugee doctors." Medical Education 37, no. 1 (January 2003): 77. http://dx.doi.org/10.1046/j.1365-2923.2003.00022.x.

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2

Pickis, Roderick. "State Registration: Overseas Trained Physiotherapists." Physiotherapy 78, no. 3 (March 1992): 160. http://dx.doi.org/10.1016/s0031-9406(10)61375-2.

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3

Van Der Weyden, Martin B., and Mabel Chew. "Arriving in Australia: overseas‐trained doctors." Medical Journal of Australia 181, no. 11-12 (December 2004): 633–34. http://dx.doi.org/10.5694/j.1326-5377.2004.tb06495.x.

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4

Birrell, Robert J. "Australian policy on overseas‐trained doctors." Medical Journal of Australia 181, no. 11-12 (December 2004): 635–39. http://dx.doi.org/10.5694/j.1326-5377.2004.tb06497.x.

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5

Miller, Paul Washington. "Overseas trained teachers (OTTs) in England." Management in Education 32, no. 4 (September 23, 2018): 160–66. http://dx.doi.org/10.1177/0892020618795201.

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The recruitment of overseas trained teachers (OTTs) in England has seemingly disappeared from the policy radar despite their large numbers, continuing impact on primary and secondary education, and the ongoing second wave of teacher migration that started in 2014. OTTs continue to contribute to stability and continuity of provision in primary and secondary schools. From a qualitative study on ‘A day in the life of an overseas trained teacher’, this article examines (a) strategies used by OTTs to cope in their daily working lives and (b) teaching experience of OTTs in England compared with their teaching experiences in their countries of origin. The findings suggest that whereas all OTTs are ‘surviving and coping’ with the demands of their jobs, they do not appear to be ‘thriving and flourishing’. This is against the background of a racialized education and migration policy context that grants exclusions from undertaking UK Qualified Teacher Status to teachers from White, industrialized countries, but not for OTTs from non-White, non-industrialized countries. Through personal agency and a strong sense of self (or their ‘situated identity’), OTTs navigate complex institutional and regulatory hurdles in order to survive and cope. The article concludes that the education system, school governors and school leaders can do more to ensure all teachers thrive and flourish, and not just some.
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Kidd, Michael R., and Arthur Zulman. "Educational support for overseas‐trained doctors." Medical Journal of Australia 160, no. 2 (January 1994): 73–75. http://dx.doi.org/10.5694/j.1326-5377.1994.tb126517.x.

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7

Metcalf, KA. "State Registration of Overseas Trained Physiotherapists." Physiotherapy 78, no. 3 (March 1992): 200. http://dx.doi.org/10.1016/s0031-9406(10)61395-8.

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8

Webster, Ian W., and Ralph W. Rawlinson. "Innovative bridging program for overseas trained doctors." Medical Journal of Australia 155, no. 8 (October 1991): 553–56. http://dx.doi.org/10.5694/j.1326-5377.1991.tb93894.x.

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9

Rao, K. H. "Innovative bridging program for overseas trained doctors." Medical Journal of Australia 156, no. 1 (January 1990): 71. http://dx.doi.org/10.5694/j.1326-5377.1992.tb126406.x.

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10

Kennedy, Anne. "Overseas-Trained Early Childhood Professionals: A Neglected Resource." Australasian Journal of Early Childhood 21, no. 3 (September 1996): 16–19. http://dx.doi.org/10.1177/183693919602100305.

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Accompanying an increasing emphasis on accepting skilled migrants into Australia is an increasing demand for recognition of overseas-gained qualifications and experience. Scant consideration has been given by the Australian early childhood profession into the possibilities and appropriateness of recognising and supporting skilled and experienced migrant early childhood professionals. This article explores one type of program which attempted such recognition and makes several key recommendations to the field on this issue.
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11

Wilson, Margaret. "The NACPDE: new opportunities for dentists trained overseas." Bulletin of the Royal College of Surgeons of England 91, no. 8 (September 1, 2009): 283. http://dx.doi.org/10.1308/147363509x468266.

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The National Advice Centre for Postgraduate Dental Education (NACPDE) was founded in 1978 and is based in the Faculty of Dental Surgery of The Royal College of Surgeons of England and funded by the Department of Health. The UK has traditionally played an important part in providing clinical training and postgraduate education for dentists from all parts of the world. But it is equally important to recognise the contribution oversea-strained dentists have made to the NHS.
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12

McGrath, Pam, Saras Henderson, Sidney Cabral, and David Crompton. "Australian overseas trained psychiatrists’ perspective of up-skilling programme." Journal of Mental Health Training, Education and Practice 9, no. 2 (June 3, 2014): 123–32. http://dx.doi.org/10.1108/jmhtep-12-2013-0038.

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Purpose – The purpose of this paper is to report research findings on the perspectives of overseas trained psychiatrists (OTPs) on the “The Overseas Trained Specialist Up-Skilling Programme” (OTSUP), initiated in Queensland, Australia to assist OTP's to prepare for the Royal Australian and New Zealand College of Psychiatrist (RANZCP) Fellowship examination. Ascertaining and utilisation of OTP's views about the programme will enable improvements to be made to the programme and better implementation. Design/methodology/approach – An exploratory qualitative design was utilised for the study in order to provide insights on the quality and effectiveness of the OTSUP. Findings – Centred around two main themes. The first theme included participant's knowledge about the up-skilling programme with its subthemes of “finding out about the programme”; “perceived aims of the programme”; and “educational events supporting the programme”. The second theme revolved around participants’ perceived benefits of the up-skilling programme with its four subthemes such as, first, individualised support, second, the opportunity to improve practical and communication skills through OTSUP educational events, third, access to peer support and fourth, provision of specific information on the RANZCP examination process. Research limitations/implications – Limitations as this was a qualitative study, the findings can only be applicable to a similar context. Nevertheless, the findings do provide support for an educational initiative that assisted the OTS to better prepare for the RANZCP examination. To gain further insight into challenges faced by OTS with successfully passing the examination in less frequent attempts, programmes such as the OTSUP need to be improved and sustained. Originality/value – The findings provide valuable insight into how OTPs view the up-skilling programme. Moreover, the findings pave the way forward in how the programme can be improved in the future to assist OTPs prepare for the RANZCP examination.
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13

Cheung, C. Ronny. "NHS induction and support programme for overseas-trained doctors." Medical Education 45, no. 5 (April 12, 2011): 531–32. http://dx.doi.org/10.1111/j.1365-2923.2011.03960.x.

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14

Cordner, Stephen, and Kathy Ettershank. "Overseas-trained doctors allowed places in Australian medical schools." Lancet 351, no. 9104 (March 1998): 734. http://dx.doi.org/10.1016/s0140-6736(05)78511-1.

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15

Moynihan, R. "Australia launches inquiry into treatment of overseas trained doctors." BMJ 341, no. 25 2 (November 25, 2010): c6780. http://dx.doi.org/10.1136/bmj.c6780.

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16

Docking, Russell A., and Robyn R. Iredale. "The Accreditation of the Skills of Overseas Trained Workers." Australian Journal of Social Issues 24, no. 3 (August 1989): 199–213. http://dx.doi.org/10.1002/j.1839-4655.1989.tb00865.x.

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17

Karakaş, Ali. "Disciplining transnationality? The impact of study abroad educational experiences on Turkish returnee scholars’ lives, careers and identity." Research in Comparative and International Education 15, no. 3 (July 29, 2020): 252–72. http://dx.doi.org/10.1177/1745499920946223.

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Using the literature on transnationalism, this article explores overseas-trained Turkish scholars’ experiences and whether these have had any effects on their identity construction/transformation, professional and personal lives after returning home. This exploration is informed by quantitative and qualitative data collected from Turkish scholars who completed their MA and/or PhD degrees in English-speaking countries and are now working in universities as academics. Besides highlighting the differences between educational values and practices in Turkey and Western countries, this article also examines how these differences influence professional trajectories and negotiations of identities among overseas-trained academics, with follow-up references to the author’s autoethnography as a Western-trained scholar to spotlight the commonalities in the lived experiences of returnees. The results highlight the dynamic nature of overseas experiences and returning home with new competences, skills and a broadened worldview which results in returnees’ distinguishing themselves from those around them in their personal and professional transactions.
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18

McGrath, Barry P. "Integration of overseas‐trained doctors into the Australian medical workforce." Medical Journal of Australia 181, no. 11-12 (December 2004): 640–42. http://dx.doi.org/10.5694/j.1326-5377.2004.tb06498.x.

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19

Hart, Linsey S., and Jane Vernon‐Roberts. "Integration of overseas‐trained doctors into the Australian medical workforce." Medical Journal of Australia 182, no. 11 (June 2005): 599–600. http://dx.doi.org/10.5694/j.1326-5377.2005.tb06835.x.

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20

McGrath, Barry P. "Integration of overseas‐trained doctors into the Australian medical workforce." Medical Journal of Australia 182, no. 11 (June 2005): 599–600. http://dx.doi.org/10.5694/j.1326-5377.2005.tb06836.x.

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21

Wallis, Katharine A. "Welcome to The Lucky Country: the Royal Australian College of General Practitioners deters overseas-trained academic general practitioners." Australian Health Review 44, no. 5 (2020): 782. http://dx.doi.org/10.1071/ah19276.

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In assessing overseas-trained general practitioners (GPs) applying for specialist recognition in Australia, the Royal Australian College of General Practitioners (RACGP) sets a minimum requirement of 2 days per week ‘undertaking general practice activities’ over the 3 years prior to application. The RACGP does not consider academic practice (i.e. relevant teaching and research) to be a ‘general practice activity’, thereby blocking overseas-trained full-time academic GPs from specialist recognition in Australia. The actions of the RACGP have implications for access to quality primary health care in Australia.
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22

Thi Nguyen, Bao Trang, Stephen H. Moore, and Vu Quynh Nhu Nguyen. "Coping strategies of Vietnamese overseas-trained returnees to do research in home university contexts." International Journal of Comparative Education and Development 23, no. 3 (July 15, 2021): 242–59. http://dx.doi.org/10.1108/ijced-10-2020-0072.

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PurposeThis study focuses on Vietnamese international students who returned from their overseas doctoral education to home universities in Vietnam (henceforth Vietnamese overseas-trained returnees). The purpose is to explore the experience of these returnees “doing research” (i.e. being research active) when resuming a lecturing role at a Vietnamese regional university. In the context of research now receiving heightened attention in both the wider global higher education (HE) discourse and the Vietnamese HE sector, this study is timely and provides valuable insights.Design/methodology/approachIn total, 76 Vietnamese overseas-trained returnees from varied disciplinary backgrounds completed a questionnaire on their research motivation and their perceived constraints doing research. Eighteen subsequently took part in semi-structured interviews. The study draws on the notion of human agency from the sociocultural perspective to understand the coping strategies of the Vietnamese overseas-educated returnees in response to the challenges they encountered.FindingsThe results show that the returnees' motivations to conduct research varied, fuelled by passion, but constrained by multiple factors. Time constraints, heavy teaching loads, familial roles and lack of specialized equipment are key inhibiting factors in re-engaging in research for these returnees. Addressing them necessitated a great deal of readaptation, renegotiation and agentive resilience on the part of the returnees in employing different coping strategies to pursue research.Practical implicationsThe paper argues for a subtle understanding of the returnees' experience of re-engaging in research that is both complex and contextual. Implications are drawn for research development in the regional Vietnamese HE context and perhaps in other similar settings.Originality/valueThere is little empirical knowledge about how Vietnamese returned graduates – university lecturers – continue doing research after their return. Also underexplored in global discourse is research on foreign-educated returnees doing research, while they are an important source of human resources. The present study, therefore, fills these research gaps.
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23

Groutsis, Dimitria. "Geography and credentialism: The assessment and accreditation of overseas-trained doctors." Health Sociology Review 15, no. 1 (April 2006): 59–70. http://dx.doi.org/10.5172/hesr.2006.15.1.59.

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24

Marçal-Grilo, João. "How UK-trained nurse volunteers working overseas can reduce healthcare inequalities." Nursing Older People 28, no. 7 (August 30, 2016): 22–26. http://dx.doi.org/10.7748/nop.2016.e829.

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25

Sze, Ping-fat. "GATS and the admission of overseas-trained barristers in Hong Kong." Business Law Review 31, Issue 6 (June 1, 2010): 144–46. http://dx.doi.org/10.54648/bula2010029.

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The General Agreement on Trade in Services (GATS) provides for the liberalisation of the services sector. This article argues that Hong Kong as a WTO Member has violated the GATS by imposing restrictions or conditions on other common law practitioners seeking admission to the Hong Kong Bar.
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26

Smith, Pam. "Editorial: Overseas-trained nurses, diversity and discrimination: perceptions, practice and policy." Journal of Clinical Nursing 16, no. 12 (December 2007): 2185–86. http://dx.doi.org/10.1111/j.1365-2702.2006.01849.x.

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27

Moynihan, R. "Overseas trained doctors in Australia call for inquiry into registration system." BMJ 344, jan18 2 (January 18, 2010): c6686. http://dx.doi.org/10.1136/bmj.c6686.

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28

Jenkins, Kym. "Access to healthcare by psychiatrists, psychiatric trainees and overseas trained psychiatrists: findings from the RANZCP welfare study." Australasian Psychiatry 25, no. 2 (January 10, 2017): 175–77. http://dx.doi.org/10.1177/1039856216684716.

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29

Marcus, Kanchan, Farah Purwaningrum, and Stephanie Short. "Towards more effective health workforce governance: The case of overseas‐trained doctors." Australian Journal of Rural Health 29, no. 1 (February 2021): 52–60. http://dx.doi.org/10.1111/ajr.12692.

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30

Farooq, Dr Yasmin Ghazala. "Forging a Linguistic Identity, Overseas-trained South Asian Doctors in the UK." Border Crossing 11, no. 1 (June 8, 2021): 93–108. http://dx.doi.org/10.33182/bc.v11i1.1457.

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Contemporary social policy debates on community cohesion in the UK appear to have very prescribed identities for migrants centred around on concepts of ‘Britishness’, having ‘common values’ and one national language, that is, English, for their successful integration. This paper draws on an empirical study of the integration and identity experiences of overseas-trained South Asian Doctors in the UK. The study involved in-depth interviews with 27 overseas-trained South Asian doctors practicing as general practitioners (GPs) in three geographical locales with varying ethnic density and urban/rural mix in the UK. The study set out to explore how this group of highly skilled migrants integrated into the UK society, perceived their identities and whether they had acquired a sense of belonging to Britain. The key concepts examined included identity, context of migration, structural and socio-cultural integration. Their narratives show that while they drew on certain sections of British society for recognition and realisation of opportunity by embedding themselves in local social contexts, they also drew strength from their own religious/cultural and linguistic resources. This included engaging with the revolutionary writings of their own poets and scholars as a way of creative thinking, innovating and dealing with adversity. In addition to the adaptation and dealing with adversity in the UK, the evidence shows that South Asian languages have played a significant role in maintaining transnational identities.
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Moszynski, Peter. "GMC to look into higher number of complaints against overseas trained doctors." BMJ 335, no. 7615 (August 16, 2007): 320.2–320. http://dx.doi.org/10.1136/bmj.39307.647766.db.

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32

Alexis, Obrey. "Overseas trained nurses' perception of UK nurses' caring attitudes: A qualitative study." International Journal of Nursing Practice 15, no. 4 (August 2009): 265–70. http://dx.doi.org/10.1111/j.1440-172x.2009.01760.x.

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33

Ashrafi, M. W. "RS10P ?SURGICAL TRAINING FOR THE OVERSEAS TRAINED DOCTORS?, STILL AN UNCHARTED SEA." ANZ Journal of Surgery 77, s1 (May 2007): A76. http://dx.doi.org/10.1111/j.1445-2197.2007.04128_10.x.

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34

Patel, V., and R. Araya. "Trained overseas, unable to return home: plight of doctors from developing countries." Lancet 339, no. 8785 (January 1992): 110–11. http://dx.doi.org/10.1016/0140-6736(92)91010-6.

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35

Kearns, Robin, Jason Myers, Vivienne Adair, Heather Coster, and Gregor Coster. "What makes 'place' attractive to overseas-trained doctors in rural New Zealand?" Health and Social Care in the Community 14, no. 6 (November 2006): 532–40. http://dx.doi.org/10.1111/j.1365-2524.2006.00641.x.

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36

Durey, Angela. "Settling In: Overseas Trained GPs and their Spouses in Rural Western Australia." Rural Society 15, no. 1 (January 2005): 38–54. http://dx.doi.org/10.5172/rsj.351.15.1.38.

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37

Iredale, Robyn. "“Luring Overseas Trained Doctors to Australia: Issues of Training, Regulating and Trading”." International Migration 47, no. 4 (October 2009): 31–65. http://dx.doi.org/10.1111/j.1468-2435.2009.00563.x.

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38

Allan, Helen. "Mentoring overseas nurses: Barriers to effective and non-discriminatory mentoring practices." Nursing Ethics 17, no. 5 (August 27, 2010): 603–13. http://dx.doi.org/10.1177/0969733010368747.

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In this article it is argued that there are barriers to effective and non-discriminatory practice when mentoring overseas nurses within the National Health Service (NHS) and the care home sector. These include a lack of awareness about how cultural differences affect mentoring and learning for overseas nurses during their period of supervised practice prior to registration with the UK Nursing and Midwifery Council. These barriers may demonstrate a lack of effective teaching of ethical practice in the context of cultural diversity in health care. This argument is supported by empirical data from a national study. Interviews were undertaken with 93 overseas nurses and 24 national and 13 local managers and mentors from six research sites involving UK health care employers in the NHS and independent sectors in different regions of the UK. The data collected showed that overseas nurses are discriminated against in their learning by poor mentoring practices; equally, from these data, it appears that mentors are ill-equipped by existing mentor preparation programmes to mentor overseas-trained nurses from culturally diverse backgrounds. Recommendations are made for improving mentoring programmes to address mentors’ ability to facilitate learning in a culturally diverse workplace and thereby improve overseas nurses’ experiences of their supervised practice.
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Alghadir, Ahmad H., Hamayun Zafar, and Zaheen A. Iqbal. "Experiences of Overseas Trained Physical Therapists Working in Saudi Arabia: An Observational Study." International Journal of Environmental Research and Public Health 17, no. 10 (May 13, 2020): 3406. http://dx.doi.org/10.3390/ijerph17103406.

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Background: Health professionals, including physical therapists (PTs), are known to migrate for better jobs, as well as for personal and professional development. However, this involves risks of maladjustment, discrimination, and exploitation. We conducted this study to investigate the experiences of overseas trained PTs in Saudi Arabia (SA) and their perceptions about physical therapy practice and problems regarding the profession in the country. Methods: A questionnaire and accompanying explanation of the study was sent to 175 members of the Saudi Physical Therapy Association (SPTA) working in SA who had been trained outside SA and had a minimum of one year of work experience before moving to SA. Results: One hundred and fifty (86%) respondents completed the questionnaire. Among the respondents, the majority had more than five years of work experience after moving to SA. While 54% of the respondents reported that they were satisfied with their work experiences in SA, the remaining respondents reported their dissatisfaction for various reasons. Conclusions: With the increase in aged population and rise in disability, the need for PTs has simultaneously increased in the health care sector around the world, including in SA. Until PTs of local origin are ready to fill the requirements, the services of PTs from other countries will be required in SA. Although the majority of respondents reported having positive work experiences in SA, the negative aspects and challenges faced by PTs in SA have also been highlighted in this study. These problems need to be addressed in order to promote the development of a better and more holistic approach to patient care.
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Miller, Paul Washington. "Overseas Trained Teachers in England: A Policy Framework for Social and Professional Integration." Policy Futures in Education 6, no. 3 (January 2008): 280–85. http://dx.doi.org/10.2304/pfie.2008.6.3.280.

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41

Robinson, Peter A., and Glenys Wilkinson. "Trends in High Stakes Examinations for Overseas trained pharmacists seeking registration in Australia." Research in Social and Administrative Pharmacy 15, no. 5 (May 2019): e22-e23. http://dx.doi.org/10.1016/j.sapharm.2019.03.135.

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42

Kortman, Brenton, and Esther May. "Enabling model for assessing overseas-trained occupational therapists seeking to work in Australia." Australian Occupational Therapy Journal 52, no. 3 (September 2005): 251–56. http://dx.doi.org/10.1111/j.1440-1630.2005.00489.x.

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43

Li, Minghuan. "Journeys between Europe and China: My Three-Decade Quest for Chinese Overseas History." Translocal Chinese: East Asian Perspectives 12, no. 1 (December 6, 2018): 12–27. http://dx.doi.org/10.1163/24522015-01201002.

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This is a factual story of an academic journey of three-decades told by the author about how she thrived in her research on Chinese Overseas in Europe. The author was among few academics from prc who went to study in Amsterdam in the mid-1980s. Ill-prepared and bewildered, she received help from Chinese Overseas. The experience marked the beginning of her life-long academic interest in Chinese Overseas. She was trained as a historian at Xiamen University specializing in Chinese in Indonesia for her ma, and she completed her doctoral degree in sociology at the University of Amsterdam specializing in Chinese migrants in Europe. She spent years conducting field work to study Chinese communities in different European countries. She became a Professor at Xiamen University, China, and published many papers and books on Chinese in Europe.
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Raghav, Sonia, and Cristina Gibson. "The Influx of Overseas Trained Health Care Professionals: Identity Dynamics In Health Care Teams." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 12087. http://dx.doi.org/10.5465/ambpp.2019.12087abstract.

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Arkles, Rachelle S., Peter S. Hill, and Lisa R Jackson Pulver. "Overseas‐trained doctors in Aboriginal and Torres Strait Islander health services: many unanswered questions." Medical Journal of Australia 186, no. 10 (May 2007): 528–30. http://dx.doi.org/10.5694/j.1326-5377.2007.tb01029.x.

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46

Sullivan, Elizabeth A., Simon Willcock, Kathie Ardzejewska, and Emma K. Slaytor. "A pre-employment programme for overseas-trained doctors entering the Australian workforce, 1997-99." Medical Education 36, no. 7 (July 2002): 614–21. http://dx.doi.org/10.1046/j.1365-2923.2002.01196.x.

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47

Song, Youngha. "Examinations for overseas-trained dentists in Australia and the UK: formative and summative feedback." British Dental Journal 226, no. 11 (June 2019): 833–36. http://dx.doi.org/10.1038/s41415-019-0371-y.

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48

Groutsis, Dimitria. "The State, Immigration Policy and Labour Market Practices: The Case of Overseas-Trained Doctors." Journal of Industrial Relations 45, no. 1 (March 2003): 67–86. http://dx.doi.org/10.1111/1472-9296.00073.

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49

Kyle, Hilary, and Raija Kuisma. "The experiences of overseas trained physiotherapists working in the United Kingdom National Health Service." Physiotherapy 99, no. 2 (June 2013): 172–77. http://dx.doi.org/10.1016/j.physio.2012.08.001.

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50

Durey, Angela, Peter Hill, Rachelle Arkles, Marisa Gilles, Katia Peterson, Susan Wearne, Condy Canuto, and Lisa Jackson Pulver. "Overseas-trained doctors in Indigenous rural health services: negotiating professional relationships across cultural domains." Australian and New Zealand Journal of Public Health 32, no. 6 (December 2008): 512–18. http://dx.doi.org/10.1111/j.1753-6405.2008.00301.x.

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