Canadian students studying medicine abroad

Transcription

Production of this report has been made possible
through a financial contribution from Health Canada.
The views expressed herein do not necessarily
represent the views of Health Canada.
Project team:
Sandra Banner, team leader and site visitor;
Ashley McKiver, project manager and researcher;
Sara Rattanasithy, data analyst;
Josephine Cassie, site visit collaborator;
Christel Woodward, survey tool consultant;
Rebecca Ford, editor.
TABLE OF CONTENTS
BACKGROUND ..................................................................................... 5
EXECUTIVE SUMMARY ....................................................................... 6
SUMMARY OF RESULTS ...................................................................... 7
RESULTS ................................................................................................ 8
SAMPLE ................................................................................................. 8
Table 1 – Breakdown of 2010 sample by region ............................ 8
Table 2 – Medical school of respondents ........................................ 8
DEMOGRAPHIC INFORMATION ....................................................... 9
Figure 1 – Age by medical school region ....................................... 9
Figure 2 – Age: CSA vs. CMG .................................................... 10
Figure 3 – Gender by medical school region.................................. 10
Figure 4 – 2010 and 2006 gender and age comparison 2010 ...... 11
Figure 5 – Gender comparison: CSA vs. CMG ............................... 11
MARITAL STATUS ................................................................................. 12
Figure 6 – Marital status by medical school region ........................ 12
Figure 7 – Marital status by gender ................................................ 12
Figure 8 – Marital status: CSA vs. CMG ......................................... 13
CSAs WITH PARENTS AS PHYSICIANS ............................................ 13
Figure 9 – CSAs with one or more parents who are physicians ..... 13
Figure 10 – CSAs with parents who are physicians by region ....... 13
Comparison of the 2010 CSA study to the 2010 Canadian
medical graduate cohort ................................................................ 14
PRE-MEDICAL EDUCATION ................................................................ 14
Figure 11 – Province of residence before moving abroad ............. 14
Projected number of CSAs by province ........................................... 14
Figure 12 – Comparing province of residence of survey
respondents to provincial medical school admission rates
and provincial baseline statistics....................................................... 14
CANADIAN POST-SECONDARY EDUCATION ................................. 15
Table 3 – Top five reported post-secondary schools attended
by CSAs ............................................................................................. 15
Figure 13 – Post-secondary education in Canada by medical
school region..................................................................................... 15
Figure 14 – Highest level of education prior to attending a
medical school abroad ..................................................................... 15
Highest level of education by medical school region...................... 16
Figure 15 – Highest level of education prior to attending
medical school: CSA vs. CMG.......................................................... 16
Figure 16 – Number of times CSAs applied to Canadian
medical schools prior to studying medicine abroad........................ 16
Figure 17 – Number of times CSAs applied to Canadian
medical schools prior to studying medicine abroad by region .......... 17
medical graduate cohort ............................................................... 17
STUDYING MEDICINE ABROAD ........................................................ 17
Figure 18 – Motivation to study medicine abroad.......................... 17
Figure 19 – Criteria for choosing a medical school abroad............ 18
Figure 20 – How CSAs learned about medical school abroad ...... 18
Figure 21 – Year of graduation from medical school...................... 19
Figure 22 – Year of graduation by medical school region.............. 19
Figure 23 – Satisfaction with medical degree program.................. 20
Figure 24 – Satisfaction with medical degree program by
medical school region....................................................................... 20
CLERKSHIPS .......................................................................................... 21
Figure 25 – Difficulty in arranging a clerkship rotation in
Canada by medical school region.................................................... 21
Figure 26 – Number of clerkship rotations done or confirmed
in Canada by medical school region ............................................... 21
Comparison of the 2006 pilot CSA study to the 2010 CSA study .. 22
FUNDING............................................................................................... 22
Table 4 – Most popular funding types for medical school abroad..... 22
Figure 27 – Most popular funding types by medical school region... 22
Table 5 – Top funding source by region and medical school ......... 22
DEBT ....................................................................................................... 23
Estimated total amount of debt ....................................................... 23
Figure 28 – Median debt by medical school region....................... 23
medical graduate cohort ................................................................ 23
Figure 29 – Satisfaction with cost of medical education ................ 23
Figure 30 – Satisfaction with cost of medical education
by medical school region.................................................................. 24
Table 6 – Annual tuition rates........................................................... 24
POSTGRADUATE PLANS .................................................................... 25
Figure 31 – Intention to return to Canada to pursue
postgraduate medical training ......................................................... 25
Figure 32 – Intention to stay in Canada to practice medicine
after Canadian postgraduate training .............................................. 25
Table 7 – Year of graduation from medical school by intention
to return to Canada to pursue postgraduate medical training ....... 25
Table 8 – Region of medical school by intention to return to
Canada to pursue postgraduate medical training........................... 26
Comparison of the 2006 pilot CSA study to the
2010 CSA study ............................................................................... 26
FIRST/TOP CHOICES ............................................................................ 26
Table 9 – Intending to return for postgraduate training in Canada:
first choice locations for postgraduate medical training in Canada ..... 26
Table 10 – Intending to return to postgraduate training in Canada:
top choice disciplines for postgraduate medical training in Canada ... 27
2010 CSA study .................................................................................. 28
Table 11 – Top five locations for postgraduate medical
training in Canada (CSA vs. CMG) .................................................. 28
Table 12 – Top five disciplines for postgraduate medical
training in Canada (CSA vs. CMG) ................................................... 28
CANADIANS NOT INTENDING TO RETURN TO CANADA
FOR POSTGRADUATE MEDICAL TRAINING.................................... 29
Figure 33 – Perceived barriers to returning to Canada for
postgraduate training ...................................................................... 29
CaRMS Report: 2010
3
Table 13 – Reasons for not intending to return to Canada
for postgraduate medical training by region ................................... 30
Figure 34 – Country (if not Canada) where CSAs intend to
complete their postgraduate medical training ............................... 30
Figure 35 – Intention to return to Canada to practice medicine
after postgraduate medical training abroad .................................... 30
Figure 36 – Perceived barriers to returning to Canada to
practice medicine after postgraduate medical training abroad ..... 31
2010 CSA study .............................................................................. 31
INTERNATIONAL MEDICAL SCHOOL DATA
BY MEDICAL SCHOOL ........................................................................ 31
CARIBBEAN
Table 14 – Caribbean medical school data website sources ......... 31
Table 15 – Number of CSAs studying medicine in the Caribbean ... 32
Table 16 – General information ....................................................... 33
Table 17 – Admissions by medical school ....................................... 33
Table 18 – Curriculum summary by medical school ....................... 38
Table 19 – Accreditation by medical school ................................... 42
Table 20 – Tuition by medical school .............................................. 44
Table 21 – Clerkships by medical school ........................................ 44
AUSTRALIA ..................................................................................... 46
Table 22 – Australian medical school data website sources .......... 46
Table 23 – Number of CSAs studying medicine in Australia ......... 46
Table 24 – General information ...................................................... 46
Table 25 – Admissions by medical school ...................................... 47
IRELAND ......................................................................................... 52
Table 30 – Irish medical school data website sources..................... 52
Table 31 – Number of CSAs studying medicine in Ireland ............ 52
Table 32 – General information ....................................................... 53
POLAND........................................................................................... 56
Table 38 – Polish medical school data website sources ................. 56
Table 39 – Number of CSAs studying medicine in Poland ............ 56
UNITED KINGDOM (UK) ............................................................... 61
Table 46 – UK medical school data website sources .................... 61
Table 49 – Curriculum summary by medical school ...................... 66
Table 51 – Average tuition by medical school ............................... 66
EUROPE/MIDDLE EAST ................................................................ 68
Table 53 – Europe/Middle East medical school data
website sources ................................................................................ 68
Table 54 – Number of CSAs studying medicine in
Europe/Middle East ......................................................................... 68
Table 58 – Accreditation by medical school.................................... 71
Table 59 – Tuition by medical school............................................... 71
INTERNATIONAL MEDICAL SCHOOL DATA –
MEDICAL SCHOOL SURVEY RESULTS ............................................. 72
SURVEY RESPONDENTS .............................................................. 72
Table 61 – Location of survey respondents .................................... 72
Table 62 – Role of survey respondents ........................................... 72
MOTIVATION TO RECRUIT INTERNATIONAL MEDICAL
STUDENTS REGIONS OF RECRUITMENT ................................... 73
Table 63 – Factors that influence the number of international
students trained ............................................................................... 73
Factors that influence the number of international students
trained by medical school region ................................................. 73
Table 64 – Intention to change the size of international
medical training programs ............................................................... 74
Intention to change the size of international medical training
programs by medical school region ............................................. 74
Table 65 – Expected changes in legislation that will impact
international medical training programs ......................................... 74
Expected changes in legislation that will impact international
medical training programs by medical school region ................ 74
MEDICAL DEGREE PROGRAMS AND ADMISSION
REQUIREMENTS BY MEDICAL SCHOOL REGION ................... 75
Table 66 – Available medical degree programs and admission
requirements by medical school region .......................................... 75
Admission procedures ................................................................... 75
Table 67 – Additional admission procedures by region of
medical school ................................................................................. 75
Table 68 – Do admissions criteria differ for international
students versus national students? .................................................. 76
Admissions committee .................................................................. 76
Table 69 – Admissions committee representatives ........................ 76
TUITION ........................................................................................... 76
Table 70 – Average yearly tuition..................................................... 76
POSTGRADUATE TRAINING ........................................................ 77
REFERENCES......................................................................................... 77
APPENDIX – ANALYSIS RESULTS ................................................. 78
CaRMS Report: 2010
4
BACKGROUND
Canada’s doctor to patient ratio is among the lowest of any
industrialized nation.1 Despite a 69.0% increase in medical school
enrolment,2 Canadians continue to perceive a doctor shortage.
The applicant pool for medical school remains unchanged in the
last decade with four qualified applicants for every admitted
medical school student in Canada.2 Over the past decade, and
perhaps due to these factors, there has been a recognized and
increasing subset of Canadians who have chosen to pursue
medical education abroad. Although these Canadians appear to
be increasing in number and have begun to have a political voice,
little is known about their true numbers, demographics, motivation to study abroad, general characteristics or whether they are
interested in returning to Canada. This study was developed to
provide a description of this potential resource and to help inform
the provincial and federal governments for future physician resource planning. The definition of a Canadian studying abroad
(CSA) recognizes that while these individuals are international
medical graduates (IMGs), they are Canadians who left Canada
to pursue their dream of medical education abroad. They are
citizens born in Canada, or permanent residents. Almost all of
them have done some of their earlier education in Canada, but
choose to go abroad for medical education. This definition
separates these individuals from other international physicians
(IMGs), who graduate abroad prior to coming to Canada and
becoming citizens or permanent residents.
The Canadian Resident Matching Service (CaRMS) administers
the match into postgraduate training in Canada. CaRMS was the
first Canadian medical organization to identify this growing
cohort of CSAs seeking entry into the Canadian healthcare
system. In 2005-2006 Sandra Banner, the Executive Director and
CEO of CaRMS, conducted a brief survey of select CSA schools
and applicants. This study was based only on informal discussions
among some of the international medical schools identified at a
point when the medical community estimated that there were
approximately 400 students studying medicine outside of North
America. The results of this survey estimated that there were
approximately 1500 Canadian students studying medicine
abroad.3 Since 2006, the project team has identified additional
international schools and an increasing number of CSAs who
were used to form the study population for this report. Where
possible, the results in this report are compared to data from the
2006 report.
CSAs were identified using several data sources including: the
CaRMS 2008 and 2009 applicant databases, a list of schools
provided by the Medical Council of Canada (MCC), using data
from graduates of international institutions applying for MCC’s
evaluating examination (a prerequisite for residency training in
Canada). Using this methodology, 55 schools outside of North
America were identified as having Canadian students studying at
them. Each school was contacted and asked to distribute a letter
to their Canadian students. The letter outlined the scope of the
study and provided the online student survey link with password.
The online student survey was available from August 2009
through to June 2010. Each institution was also asked to complete a school survey and if they were willing to host a site visit.
CaRMS Report: 2010
5
EXECUTIVE SUMMARY
Canadians studying abroad are spread across the globe from
Australia to China to the Netherlands. What they have in common
is their desire to come home to Canada to practice medicine.
Canadian students who are unsuccessful in being admitted to a
Canadian medical school, and make the decision to go abroad to
a foreign medical school do so largely because they believe there
is a shortage of physicians in Canada, and there will be opportunities for them to return to Canada to practice medicine.
While provincial health human resource planning regulates admission
to medical schools in Canada, and federal citizenship and immigration
regulates the number of immigrants to Canada, there are no
regulations that will allow for a prediction of the number of Canadian
students who will choose to study medicine abroad and return to
Canada for postgraduate training and practice.
The number of CSAs has grown exponentially since 2000. The
estimated number has more than doubled since the first survey
in 2006.3 As the majority of Canadians are enrolled in programs
with a duration of four years, the output of these international
medical schools could contribute almost 700 graduates per year
(equal to the total number of graduates each year in all medical
schools west of Ontario), or nearly 30% of the total Canadian
medical school output. Furthermore, this study indicates that
more schools are opening enrolment to international students
each year. CSAs are studying medicine in schools all over the
world—today approximately 80 schools in almost 30 countries
are identified as having Canadian students enrolled in medicine.
However, most people are only familiar with schools in Ireland,
Australia, the Caribbean and most recently, Poland. This study
found that every year, new schools are emerging, offering
international students the opportunity to study medicine. The
majority of these programs target North American students, who
are prepared to pay the high tuition fees for the opportunity to
become physicians. The medical education they are receiving is
as diverse as the countries themselves. There is no typical CSA, as
there is no typical immigrant IMG. Both have studied medicine in
education systems that have differing curriculums, resources and
patient populations. Often, immigrant IMGs have graduated from
the same schools that CSAs are graduating from.
In countries where the native language is English, international
students are integrated into classes with national students.
Among the non-profit schools that were visited in this study,
international students were valued for their diverse backgrounds,
unique perspectives, and as a significant revenue source for the
medical school.
In some countries, international students are taught in English in
a parallel curriculum to the national students who are taught in
their native language. International students are given the
opportunity to learn the language, but translators are provided
during their clinical rotations so that they can experience direct
patient contact in the hospitals and clinics. This is the case for
schools offering international medical programs to North American students in Poland, the Czech Republic, Romania, Hungary
and Bahrain, just to name just a few.
Although most schools visited in the study had some sort of
national accreditation, it varied considerably from a peer review,
to a site visit of the curriculum, to a government-led overall
education standard across all of the professional education
institutions not specific to medicine. The educational curriculum
varied across all schools visited, and the clinical component of the
students’ undergraduate medical education did not usually offer
the autonomy and direct patient care of the North American
medical education model.
Demographically, the majority of CSAs continue to be male,
slightly older, single and with more post-secondary education
than their medical student counterparts in Canada. CSAs on
average have more debt than CMGs—CSAs have nearly $90,000
more debt than students in Canadian medical schools,7 though
many cite funding from family savings as a source of support for
their education. This study found that more CSAs have a medical
doctor as a parent than were identified in a study of Canadian
medical graduates (CMGs).4 The majority of CSAs are residents of
British Columbia and Ontario where the success rates of
medical school applicants are the lowest.5
While some students have entered into their international
medical school directly from high school, most CSAs have not
applied to Canadian medical schools as many times as the
successful student studying in Canada.5 This suggests that due
to their age and higher education, CSAs opt to study abroad
because they have decided they would not be successful in
Canada, or would rather not wait several years to be successful
in their Canadian medical school applications.
CSAs express frustration in their attempts to arrange Canadian
clinical rotations while in their undergraduate years abroad. The
inability to obtain clinical experiences during their undergraduate
education has increased between the survey in 2006 and 2010,3
and may result from the increased domestic enrolment and the
perceived lack of capacity to provide these experiences to
anyone other than Canadians studying in Canada. The Caribbean
school respondents reported the most difficulty, while respondents from Australia and Ireland continue to report some success,
suggesting that a lack of capacity may not be the entire reason
for not obtaining clerkship opportunities.
While most CSAs (over 90%) want to return to Canada for
postgraduate training, they report frustration with the perceived
barriers to pursuing postgraduate education in Canada. These
barriers include: choice of discipline, return of service, and the high
competition for positions. While Canada has a ubiquitous shortage
of family physicians, particularly in rural communities, only 21% of
CSAs choose a career in family medicine. However, they have very
few, if any, opportunities to complete postgraduate training in the
country where they are studying medicine. None of the for-profit
schools in the Caribbean have postgraduate training opportunities,
and the schools that recruit Canadian students in Ireland, Poland,
other European countries and Australia have little or no postgraduate
opportunities available for international students.
Admission data provided by the schools and the international
Canadian student organizations led to an estimation of about
3500 Canadian students enrolled in medical schools abroad.
CaRMS Report: 2010
6
SUMMARY OF RESULTS
Survey results
•
32 of the 55 schools (58.2%) agreed to distribute the student
survey, 20 (36.4%) answered the institutional survey and
16 (29.1%) agreed to site visits. This represents a four times
greater response rate than the original survey in 2006.3
•
1082 students completed the online survey (approximately a
30.3% response rate, based on estimated enrolment).
•
Students studying in Irish medical schools had the highest
response rate (41.8%).
•
The majority of CSAs (46.3%) were found in Caribbean schools.
Cohort demographics
•
Overall there was a higher percentage of male students
(52.5%) enrolled in international medical schools than males
in Canadian medical schools (41.8%).5
•
Irish medical schools were the exception, with 57.0% female
students, which is similar in composition to Canadian medical
schools which average 58.2% female students.5
•
Overall, CSAs are older than students in Canadian medical
schools, 73.9% of CSAs are 26-30 years old while only 46.4%
of Canadian medical graduates (CMGs) are the same age.6
•
A higher percentage of CSAs are single (83.1%) compared to
students studying medicine in Canada (61.6%).6
•
CSAs were more often children of physicians, with 21.0%
reporting one or more of their parents as medical doctors
compared to 15.6% of CMGs.4
•
CSAs whose parents are physicians were more likely to
attend medical school in Ireland.
•
The majority of CSAs come from the provinces of British
Columbia and Ontario.
Entry into medical school
•
5.9% of CSAs entered medical school from high school.
•
Despite some CSAs entering medical school directly from
high school, more CSAs have advanced degrees than
students in Canada, 13.1% of CSAs reported master’s
degrees, while 9.8% of CMGs reported the same level of
education.5
•
CSAs applied to Canadian medical schools an average of
1.76 times while CMGs applied 2.59 times before being
successful.5
•
26.7% of CSAs had never applied to a Canadian medical school.
•
The most frequently reported reason for choosing an
international medical school was students felt they would be
unable to secure a place in a Canadian school.
Cost, debt and satisfaction
•
The average annual tuition cost ranges from $12,250(CAD) in
Poland to $66,369(CAD) in Australia.
•
Site interviews revealed that international students are
important revenue sources for not only the for-profit universities
but also the non-profit state universities. In the latter cases,
CSAs’ tuition supplements the national medical education costs.
•
The CSA median debt is $160,000(CAD) compared to the
2007 CMG median debt of $71,000(CAD).7
•
CSAs with lower reported median debt reported higher
satisfaction with the cost of their medical education.
Educational process, choices and perceived barriers to
postgraduate education
•
A smaller percentage of respondents in this survey reported
success negotiating clinical type clerkship experiences than
respondents in the 2006 survey.3
•
Respondents from Australia and Ireland were more successful
than the respondents from the Caribbean in arranging
Canadian clerkships.
•
90.3% of the respondents reported a desire to return to
Canada for a portion of their postgraduate medical
education, and 24.8% reported a plan to return to Canada
after postgraduate training abroad. Only 67.2% of respondents
in the 2006 survey indicated their intention to return to
Canada for postgraduate training.3
•
In both the 2006 and 2010 surveys, the further away the
respondents were from graduation, the more likely they were
to respond that they intended to return to Canada.3
•
The main barriers cited regarding the return to Canada for
postgraduate medical training were:
The requirement to provide “return of service” for the
postgraduate experience.
The choice of discipline was difficult to obtain.
The perception that they would have difficulty matching
to a program in Canada.
• The top two career choices of CSAs continue to be Family
Medicine and Internal Medicine, similar to the 2006 survey.3
•
The top two university choices were the University of Toronto
and the University of British Columbia.
Limitations
The following limitations have been identified:
•
Respondent bias—as analysis has been done on selfreported data.
•
The findings are also subject to non-response bias, as well as
low response bias. As an example, it was difficult to compare
the Middle East to all other areas surveyed, as the response
rate was much smaller. This made it difficult to project any
true trends for that area.
• Non-participation—the study was subject to the international
medical schools’ willingness to participate. Without the aid
of the schools, it proved to be very difficult to contact and
recruit participation of Canadian students.
•
The findings are limited by having little access to
Canadian students from the Caribbean medical schools,
especially those in their clinical years.
•
Faculty and students likely wanted to present their schools
in the best possible light.
•
There was no incentive to complete the surveys.
• At the beginning of the study, only 55 of the more than
75 schools where Canadians are now known to be studying
medicine abroad were identified, as more schools are
discovered every day.
CaRMS Report: 2010
7
RESULTS
SAMPLE
Statistical analysis
In total, 1082 CSAs completed the survey. From these respondents,
a summary of demographic information was conducted, followed
by an analysis of pre-medical education, current experience with
medical education, and postgraduate plans. The respondents were
also grouped according to the geographic region of their medical
school to determine if there were notable differences across
geographic regions. The Pearson chi-square test of independence
was used to look for relationships between variables. Further, differences in proportions were tested using the z-test for proportions.
A p value < 0.05 was regarded as being significant.
TABLE 1 BREAKDOWN OF 2010 SAMPLE BY REGION
Medical School
Region
Survey
Respondents
Estimation of CSAs Enrolled in Medical
Schools Across all Years of Study
Ireland*
272
650
Poland**
79
300
Caribbean
501
2000
Australia
206
550
Middle East***
23
70
Totals
1081
3570
* Three respondents listed as attending a
medical school in the UK were included in
this group as there were not enough
respondents to create a separate group
for analysis.
** Two respondents listed as attending a
medical school in the Czech Republic and
one survey respondent listed as attending
a medical school in Romania were included
in this group.
***Middle East group includes respondents
attending a medical school in Bahrain
and Israel.
Note: one respondent was excluded from the regional analysis because they were from an international medical school not
contacted for this study, and not within any of the regions contacted.
TABLE 2 MEDICAL SCHOOL OF RESPONDENTS
Medical School
Region
n
%
St. George’s University
Caribbean
233
21.5%
Saba University School of Medicine
Caribbean
187
17.3%
University of Queensland
Australia
114
10.5%
Royal College of Surgeons in Ireland
Western Europe
104
9.6%
University of Sydney
Australia
52
4.8%
Jagiellonian University Medical College
Eastern Europe
50
4.6%
Ross University
Caribbean
47
4.3%
Trinity College, University of Dublin
Western Europe
46
4.3%
University College Dublin
Western Europe
46
4.3%
University College Cork
Western Europe
32
3.0%
University of Limerick
Western Europe
30
2.8%
Poznan University of Medical Sciences Center
Eastern Europe
24
2.2%
Flinders University of South Australia
Australia
19
1.8%
RCSI Bahrain
Middle East
12
1.1%
Sackler School of Medicine
Middle East
11
1.0%
University College, Galway
Western Europe
11
1.0%
American University of the Caribbean School of Medicine
Caribbean
10
0.9%
Xavier University School of Medicine, Bonaire
Caribbean
10
0.9%
University of Wollongong
Australia
8
0.7%
University of Melbourne
Australia
7
0.6%
James Cook University
Australia
6
0.6%
Windsor University
Caribbean
6
0.6%
All Saints University School of Medicine, Dominica
Caribbean
3
0.3%
Continued on page 9
CaRMS Report: 2010
8
TABLE 2 MEDICAL SCHOOL OF RESPONDENTS
Medical School
Region
n
%
International American University College of Medicine
Caribbean
2
0.2%
University of Sint Eustatius
Caribbean
1
0.1%
Spartan Health Sciences University
Caribbean
1
0.1%
IAU College of Medicine
Caribbean
1
0.1%
Medical University of Warsaw
Eastern Europe
1
0.1%
Medical University of Silesia, School of Medicine in Katowice
Eastern Europe
1
0.1%
St. Georges University
Western Europe
1
0.1%
University of Manchester
Western Europe
1
0.1%
University of Nottingham
Western Europe
1
0.1%
Other
4
0.4%
Total
1082
100%
* Other includes schools in: Chile, Romania, and the Czech Republic
DEMOGRAPHIC INFORMATION
Age
The average age of CSAs is 26 years old, with a range of 18 years old to 46 years old.
AGE BY MEDICAL SCHOOL REGION
80%
24 & under
72.3%
70%
25-29
60.9%
59.5%
60%
54.4%
35 & over
50%
40%
30-34
43.5%
46.7%
39.1%
36.8%
30.4%
30%
20%
10%
8.9%
8.1%
1.3%
0.7%
0%
Ireland
7.6%
Poland
Carribean
10.2%
13.1%
4.4%
2.2%
Australia
Middle East
Figure 1 Age by medical school region
When examining the age of CSAs in relation to their region of study, it was found that Australia had a significantly older
population than any other region.
CaRMS Report: 2010
9
Comparison of the 2010 CSA study to the 2010 Canadian medical graduate cohort
AGE COMPARISON
* Source: CaRMs 2010 CMG
Cohort Data
100%
20-25
73.9%
26-30
50%
31-40
45.3% 46.4%
41-50
14.8%
10.6%
7.7%
0.6%
0%
CSA
0.6%
CMG
Figure 2 Age: CSA versus CMG
By increasing the age of the CSA respondents to reflect their true age at graduation, they could then be compared to the Canadian
medical graduate cohort of 2010. It was found that only 10.6% of CSAs are under 25, compared to 45.3% of CMGs. While 91.7% of
CMGs are under 30, twice as many CSAs are older than 30. Overall, the CSA cohort is older than the CMG cohort.
Gender
Overall, males made up 52.5% of the respondents and females accounted for the remaining 47.5%.
GENDER BY MEDICAL SCHOOL REGION
60%
57.0%
50%
40%
43.0%
54.4%
45.6%
56.3%
55.3%
43.7%
44.7%
52.2%
47.8%
Male
Female
30%
20%
10%
0%
Ireland
Poland
Carribean
Australia
Middle East
Figure 3 Gender by medical school region
A higher percentage of men studying abroad than women was found in every region surveyed, with the exception of Ireland, where
there were 14.0% more women studying medicine than men.
CaRMS Report: 2010
10
Comparison of the 2006 pilot CSA study to the 2010 CSA study
Gender and age comparison
2010 CSAS: GENDER BY AGE
2006 CSAS: GENDER BY AGE
100%
80%
60%
40%
70.0%
51.3%
51.5%
48.7%
48.5%
58.9%
Male
Female
80%
60%
40%
30.0%
Male
Female
77.3%
66.7%
41.1%
20%
100%
100%
33.3%
52.3%
50.0%
44.2%
50.0%
47.7%
20%
0%
22.7%
0.0%
0%
24 &
Under
25-29
30-34
35 &
Over
45 &
Over
* Source:
CaRMS
2006 CSA
Report
55.8%
24 &
Under
25-29
30-34
35 &
Over
45 &
Over
Figure 4 2010 and 2006 gender and age comparison
In the 2006 pilot study, it was found that females were more likely to fall into the youngest age category while males where twice as
likely to be 30 years of age or older. However, the 2010 study revealed that no significant differences existed in the age groups when
compared by gender.
Gender comparison
GENDER CSA VERSUS CMG
100%
100%
80%
80%
70.0%
60%
60% 51.3%
40%
40% 48.7%
51.5%
52.5%
48.5%
58.9%
Male
Female
CMG*
66.7%
* Source: Canadian Medical
Education Statistics 2009,
The Association of Faculties
of Medicine of Canada
58.2%
47.5%
41.8%
41.1%
20%
20%
CSA
30.0%
33.3%
35 &
Over
45 &
Over
0%
0%
24 &
Under
25-29 Male
30-34
Female
Figure 5 Gender comparison: CSA versus CMG
It is interesting that the proportions are nearly reversed in the two data sets. More men are studying medicine abroad, while more
women are studying medicine in Canada. The only region that is similar in composition to Canada is Ireland, where 57.0% of students
studying abroad were women. See the Appendix for full details of analysis results.
CaRMS Report: 2010
11
MARITAL STATUS
The majority (83.1%) of CSAs are single, separated or divorced, while only 16.9% are married/living with a partner.
The majority (81.5%) of CSAs did not have family members or a partner living abroad with them during their medical education. Only 18.5%
of CSAs reported having family members or a partner living with them abroad full-time or occasionally during their medical education.
MARITAL STATUS BY MEDICAL SCHOOL REGION
100%
90%
80%
85.7%
82.3%
Single
91.3%
85.0%
Married/Living
with a partner
70.9%
70%
Separated/
Divorced
60%
50%
40%
30%
20%
10%
28.2%
17.7%
14.3%
0.0%
0%
14.0%
0.0%
Ireland
Poland
Carribean
8.7%
1.0%
1.0%
0.0%
Australia
Middle East
Figure 6 Marital status by medical school region
Overall, Australia had the highest percent (28.2%) of Canadians studying abroad who were married/living with a partner.
This may be a result of these students generally being older. See the Appendix for full details of analysis results.
MARITAL STATUS BY GENDER
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Male
83.5%
81.5%
Female
17.8%
Single
16.0%
Married/Living
with partner
0.7%
0.6%
Separated/
Divorced
Figure 7 Marital status by gender
This analysis concluded that neither males nor females are more likely to be married/living with a partner while studying abroad.
CaRMS Report: 2010
12
Marital status comparison
MARITAL STATUS: CSA VERSUS CMG
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
* Source: CaRMs 2010
CMG Cohort Data
Single/Divorced
Separated/Widower
83.1%
Married/Living with partner
61.6%
38.4%
16.9%
CSA
CMG
Figure 8 Marital Status: CSA versus CMG
While only 16.9% of CSAs are married/living with a partner, theopposite trend is true for Canadian medical students, where a
significantly greater proportion (38.4%) is married/living with a partner.
CSAs WITH PARENTS WHO ARE PHYSICIANS
CSAs WITH ONE OR MORE PARENTS WHO
ARE PHYSICIANS
CSAs WITH ONE OR MORE PARENTS WHO ARE PHYSICIANS BY REGION
90%
84.2%
80%
17.2%
3.8%
Yes,
one
parent
70%
Yes,
both
parents
50%
No
79.0%
82.6%
81.1%
Yes
No
77.2%
68.0%
60%
40%
30%
32.0%
22.8%
20%
15.8%
18.9%
17.4%
10%
n=1082
0%
Ireland
Poland
Carribean
Australia Middle East
Figure 9 CSAs with one or more parents who are physicians
Figure 10 CSAs with parents who are physicians by region
Of the 21.0% of CSAs that have one or more parents as a
medical doctor, 42.5% are family physicians, while 57.5%
are specialists.
Students who have one or more parents who are physicians are almost
twice as likely to choose to study medicine in Europe—specifically
Ireland—rather than the Caribbean. See the Appendix for full details of
analysis results.
CaRMS Report: 2010
13
CSAs with one or more parents who are physicians
As reported in the Canadian Medical Association Journal (CMAJ), 15.6% of today’s Canadian medical students have a physician
parent.4 In comparison, 21% of CSAs have at least one parent who is a physician.
PRE-MEDICAL EDUCATION
PROVINCE OF RESIDENCE BEFORE MOVING ABROAD
0.4%
2.8%
1.1%
3.6%
1.2%
18.6%
10.5%
57.8%
1.9%
2.1%
NL
PE
NS
NB
QC
ON
MB
SK
AB
BC
Figure 11 Province of residence before moving abroad
86.9% of Canadians studying abroad are residents of three of the 10 Canadian provinces, with 57.8% residents of Ontario, 18.6% residents of
British Columbia and 10.5% residents of Alberta.
Projected number of CSAs by province
This survey indicates that there are approximately 3500 Canadian students studying medicine abroad, with as many as 500 coming
from British Columbia and over 1500 from Ontario.
COMPARING PROVINCE OF RESIDENCE OF SURVEY RESPONDENTS TO PROVINCIAL MEDICAL SCHOOL
ADMISSION RATES AND PROVINCIAL POPULATION BASELINE STATISTICS
70%
Survey respondent’s
province of residence (%)
60%
50%
Success rate of applicants (%)
40%
Population baseline** (%)
30%
20%
* Source: Canadian
Medical Education
Statistics 2009, The
Association of Faculties
of Medicine of Canada
** Source: 2009 Population
by Province, Statistics
Canada
10%
0%
NL
PE
NS
NB
QC
ON
MB
SK
AB
BC
Figure 12 Comparing province of residence of survey respondents to provinical medical school admission rates and provincial baseline statistics
This graph shows that Ontario and British Columbia have the greatest population when compared to the other Canadian provinces.
They also have the highest number of residents who choose to study medicine abroad. Furthermore, Ontario, British Columbia and
Prince Edward Island have the lowest rate of successful medical school applicants. Therefore, the increased frequencies at which
Ontario and British Columbia students choose to study medicine abroad may be a direct response to the lower success rates of
medical school applicants, and larger population baselines in Ontario and British Columbia.
CaRMS Report: 2010
14
CANADIAN POST-SECONDARY EDUCATION
Post-secondary education
A total of 90.3% of CSAs attended a post-secondary institution in Canada prior to attending an international medical school.
The University of Toronto was the most attended Canadian institution for post-secondary education among the survey respondents.
TABLE 3 TOP FIVE REPORTED POST-SECONDARY SCHOOLS ATTENDED BY CSAS
Post-Secondary School
Province
n
%
University of Toronto
Ontario
170
17.4%
The University of Western Ontario
Ontario
105
10.8%
The University of British Columbia
British Columbia
93
9.5%
McMaster University
Ontario
88
9.0%
McGill University
Quebec
68
7.0%
POST-SECONDARY EDUCATION IN CANADA BY MEDICAL SCHOOL REGION
100%
90%
80%
98.1%
93.8%
Yes
87.0%
83.5%
80.5%
No
70%
60%
50%
40%
30%
20%
19.5%
16.5%
13.0%
10%
6.2%
1.9%
0%
Ireland
Poland
Carribean
Australia
Middle East
Figure 13 Post-secondary education in Canada by medical school region
Respondents from the Caribbean and Australia where more likely to have attended a post-secondary institution in Canada than those
whose medical school was in Europe, where admission to medical school is available directly from high school.
HIGHEST LEVEL OF EDUCATION PRIOR TO ATTENDING MEDICAL SCHOOL ABROAD
Ph.D., or Equivalent
1.6%
Master’s degree
13.1%
Bachelor’s degree
73.7%
3 years or more of university
1.9%
2 years or less in university
Post -secondary
2.8%
0.4%
High school
Other
5.9%
0.6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Figure 14 Highest level of education prior to attending a medical school abroad
In 2010, 88.4% of respondents indicated that they had a bachelor’s degree, master’s degree or Ph.D prior to attending an international
medical school. Only 5.9% reported receiving only a high school diploma prior to studying abroad.
CaRMS Report: 2010
15
Highest level of education by medical school region
When comparing the highest level of education of respondents
based on the geographic region of their medical schools, Australian
students and Caribbean students were the most likely to have completed a bachelor’s degree prior to studying abroad. The proportion
of students who had attained master’s degrees was the highest in
Australia (14.6%), comparable to the Caribbean where 13.4% of
respondents had attained master’s degrees and Ireland, where
13.6% have a master’s. In Poland, just 5.1% of students reported
having postgraduate degrees prior to studying abroad.
HIGHEST LEVEL OF EDUCATION PRIOR TO ATTENDING MEDICAL SCHOOL
80%
73.7%
70%
CSA
60.9%
60%
CMG
50%
* Source:
CaRMs 2010
CMG Cohort
Data
40%
30%
20%
10%
0%
14.5%
5.9%
0.8%
2.8% 3.7%
0.4%
High
School
College
1.9%
13.1% 9.8%
7.1%
3 years+
2 years or
university
less in
university (no degree)
(no degree)
Bachelor’s
Degree
Master’s
Degree
1.6% 2.9%
0.6% 0.3%
Ph.D. or
equivalent
Other
Figure 15 Highest level of education prior to attending medical school: CSA versus CMG
Although a greater number of CSAs than CMGs enter medical school directly from high school, CSAs are significantly more educated
than CMGs when entering medical school.
APPLICATION TO CANADIAN MEDICAL SCHOOLS
APPLICATION TO CANADIAN MEDICAL SCHOOLS
40%
37.0%
35%
30%
25%
26.7%
23.6%
20%
15%
9.3%
10%
5%
0%
Did not
apply
1x
2x
3x
1.9%
0.9%
0.1%
0.1%
0.1%
0.1%
0.1%
0.1%
4x
5x
6x
7x
8x
9x
10x
13x
Number of Times Applied
Figure 16 Number of times CSAs applied to Canadian medical schools prior to studying medicine abroad
.A total of 37.0% of CSAs applied only once to Canadian medical schools, while approximately the same number of CSAs applied two
or more times to Canadian medical schools prior to studying abroad. Interestingly, 26.7% did not apply to any Canadian medical
schools prior to studying abroad. Of the CSAs that did not apply to any Canadian medical schools before going abroad, there is a
significant difference in their highest level of education. For CSAs that had a high school education before going abroad, 95.3% did
not apply to any Canadian medical schools, while 20.8% of CSAs with a bachelor’s degree did not apply to any Canadian medical
schools. See the Appendix for full results.
CaRMS Report: 2010
16
APPLICATION TO CANADIAN MEDICAL SCHOOLS BY MEDICAL SCHOOL REGION
60%
54.4%
50%
43.1%
40%
30%
49.0%
29.0%
38.2%
32.7%
33.3%
29.1%
23.6%
20%
31.6%
34.8%
30.4%
34.8%
Did not
apply
Applied
once
Applied 2x
or more
19.4%
16.5%
10%
0%
Ireland
Poland
Carribean
Australia
Middle East
Figure 17 Number of times CSAs applied to Canadian medical schools prior to studying medicine abroad by medical school region
Almost half of the respondents from Australia applied multiple times to Canadian medical schools prior to leaving to study medicine
abroad. In contrast, 54.4% of the respondents from Poland had never applied to a Canadian medical school prior to deciding to study
medicine abroad, 27.9% cited their reason as being able to enter medical school directly from high school, while 20.9% cited that
they were unable to gain acceptance into a Canadian medical school.
Application to Canadian medical schools
Canadian students studying medicine abroad on average applied to Canadian medical schools 1.76 times prior to enrolling in a foreign
medical school. In contrast, Canadian students studying at Canadian medical schools, on average, apply 2.95 times prior to being admitted.5
STUDYING MEDICINE ABROAD
MOTIVATION TO STUDY MEDICINE ABROAD
Unable to obtain a place in a
Canadian medical school
70%
Allowed me to enter medical school
7.8%
60% directly from secondary school
50%
6.6%
Wanted to live in another country
40%
Tuition costs were lower than
1.8%
30%
Canadian medical school
20%
My family was living
in this 0.5%
14.5%
foreign country currently
10%
7.1%
5.9%
2.8% 3.7%
0.8%
0.4%
5.8% 1.9%
Other
0%
80%
High
School
College
3 years+
2 years or
university
less in
0%
10%
20%
(no degree)
university
(no degree)
77.6%
73.7%
60.9%
CSA
CMG
13.1% 9.8%
1.6% 2.9%
Bachelor’s
Master’s
Degree
Degree
30%
40%
50%
Ph.D. or
equivalent
60%
70%
0.6% 0.3%
Other
80%
Figure 18 Motivation to study medicine abroad
Overall 77.6% of CSAs reported that their main reason for choosing to study abroad was because they were unable to obtain a place in a
Canadian medical school. A total of 1.8% reported it was due to lower tuition costs.
CaRMS Report: 2010
17
CRITERIA FOR CHOOSING A MEDICAL SCHOOL ABROAD
Reputation (n= 1082)
88.6%
Likelihood of obtaining some
clerkships in North America
(n= 1082)
Course taught in a language
I understand (n= 1082)
77.4%
* Participants were able
to select more than
one answer.
51.1%
35.6%
Cost (n= 1082)
32.0%
Attractiveness of country (n= 1082)
Proximity to Canada (n= 1082))
8.2%
7.1%
Other (n= 1082)
0%
20%
40%
60%
80%
100%
Figure 19 Criteria for choosing a medical school abroad
Reputation was the most important factor in choosing a medical school abroad, while the opportunity for clerkships in North America
came in a close second. This may be an advantage in recruitment strategies of medical schools in the Caribbean, where all of the
medical schools make use of hospitals in the US for their clerkship training.
HOW CSAs LEARNED ABOUT MEDICAL SCHOOL ABROAD
From a friend/relative/graduate
from school (n=1082)
72.7%
40.6%
Searched on internet (n=1082))
Attended the school’s presentation
in Canada (n=1082))
School’s advertisement posted
in a university (n=1082)
Newspaper/magazine
article (n=1082)
* Participants were able
to select more than
one answer.
18.0%
6.4%
4.2%
Other (n=1082))
7.4%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Figure 20 How CSAs learned about medical school abroad
The majority (72.7%) of CSAs learned about their medical school from a friend/relative or graduate from the school,
while only 18.0% attended the school’s presentation in Canada.
CaRMS Report: 2010
18
YEAR OF GRADUATION FROM MEDICAL SCHOOL
11.7%
2010
2011
15.4%
28.0%
2012
32.0%
2013
11.9%
2014
0.9%
2015
0%
5%
10%
15%
20%
25%
30%
35%
Figure 21 Year of graduation from medical school
The vast majority of respondents are in a four year medical program. 72.8% of the respondents will be graduating between 2012
and 2014, which places them in the early years of their medical education. 19.1% are completing five or more years of study. This may
reflect the 7.8% who chose a medical school abroad on the basis that they could enter directly from high school. It also speaks to the
large proportion who did not apply in Canada at all.
YEAR OF GRADUATION BY MEDICAL SCHOOL REGION
50%
40%
39.1%39.1%
38.0%
2013
2014
2015
35.9%
35%
32.0%
30%
29.1%
28.3%
27.2%
25.3%
25%
20.6%
20%
15%
10%
2010
2011
2012
45.7%
45%
11.8%
11.8%
17.6%
16.5%
14.0%
13.9%
11.2%
8.7% 8.7%
5%
3.8%
2.2%
0%
Ireland
5.3%
4.6%
2.5%
Poland
0.4%
Carribean
4.3%
2.4%
Australia
0.0%
0.0%
Middle East
Figure 22 Year of graduation by medical school region
Overall, the Australian respondents were the closest to graduation (2010-2012), while the majority of students in Ireland, Poland,
and the Caribbean were further from graduation and expected to graduate between 2012 and 2014. The Caribbean had the lowest
percent of respondents expected to graduate between 2010 and 2012. This may be due to the fact that the third and fourth year
students attending medical school in the Caribbean are currently dispersed across the United States doing clerkships. It was difficult
to find a clerkship coordinator to notify the clinical clerks about this survey. The exception was St. George’s in Grenada, where the
clerkship dean assisted in the notification of students.
CaRMS Report: 2010
19
SATISFACTION WITH MEDICAL DEGREE PROGRAM
1.9%
Very Satisfied
0.6%
5.5%
Satisfied
Neutral
40.5%
Dissatisfied
51.4%
Very Dissatisfied
Figure 23 Satisfaction with medical degree program
Overall, 91.9% of survey respondents reported being satisfied and/or very satisfied with the medical education they
are receiving abroad.
SATISFACTION WITH MEDICAL DEGREE PROGRAM BY MEDICAL SCHOOL REGION
100%
90%
93.4%
93.6%
92.4%
87.0%
85.9%
80%
Satisfied
Neutral
70%
Dissatisfied
60%
50%
40%
30%
20%
10%
0%
4.4% 2.2%
Ireland
6.3%
1.3%
Poland
4.4% 2.0%
Carribean
8.7%
13.0%
5.3%
Australia
0.0%
Middle East
Figure 24 Satisfaction with medical degree program by medical school region
Canadians studying in the Caribbean reported being the most satisfied (93.6%) with their medical degree program, while those
studying in Ireland were also highly satisfied (93.4%). A total of 92.4% of CSAs in Poland reported overall satisfaction, while 85.9% of
CSAs in Australia reported the same satisfaction. Although students studying in Australia tend to be more critical of their medical
education, some considerations leading to these results may be that they are older and slightly better educated. Proportionally, the
Australian respondents were also further along in their medical education, either in their third or fourth years of study.
CaRMS Report: 2010
20
CLERKSHIPS
When surveyed on the difficulty of arranging clerkships in
Canada, 55% found it difficult to very difficult, while only 18.6%
reported it to be easy or very easy. The remaining respondents
were neutral on the matter of arranging a clerkship in Canada.
Only 22.6% (n=244) of the respondents were in a clerkship year.
Of these respondents, 69.1% (n=168) reported that they had tried
to arrange a clerkship rotation in Canada.
DIFFICULTY IN ARRANGING A CLERKSHIP ROTATION IN CANADA BY MEDICAL SCHOOL REGION
90%
Easy
82.5%
80%
Okay
70%
Difficult
60%
50%
44.8%
40%
30%
26.9%
48.9%
41.7%
33.3%
28.4%
29.8%
25.0%
20%
17.5%
10%
21.3%
0.0%
0%
Ireland
Poland
Carribean
Australia
Figure 25 Difficulty in arranging a clerkship rotation in Canada by medical school region
Overall, 82.5% of respondents from the Caribbean reported that it was difficult to arrange a clerkship in Canada. A total of 48.9%
of Australian respondents felt the same way. See the Appendix for full details of analysis results.
NUMBER OF CLERKSHIP ROTATIONS DONE OR CONFIRMED IN CANADA BY MEDICAL SCHOOL REGION
100%
90%
80%
96.8%
87.3%
79.0%
95.7%
80.1%
70%
Yes, done
Yes, confirmed
No
60%
50%
40%
30%
20%
10%
0%
11.0% 9.9%
Ireland
8.9%
3.8%
Poland
1.4% 1.8%
Carribean
13.6%
6.3%
Australia
4.3%
0.0%
Middle East
Figure 26 Number of clerkship rotations done or confirmed in Canada by medical school region
A total of 20.9% of CSAs in Ireland reported that they had done or confirmed a clerkship in Canada. A total of 19.9% of CSAs in Australia
also reported having done or confirmed a clerkship in Canada, while only 12.7% from Poland, 3.2% from the Caribbean and 4.3% from
the Middle East reported having done or confirmed a clerkship in Canada. These numbers are comparable to Figure 25 which shows how
difficult it is to arrange a clerkship in Canada. Regions that reported a high difficulty in arranging a clerkship displayed the lowest numbers
of clerkships done or arranged in Canada, while regions that reported having done or arranged clerkships in Canada felt they were easier
to arrange. This result could be an indication of bias for students in Ireland and Australia over students in other regions.
CaRMS Report: 2010
21
Overall, a lower percentage of respondents in 2010 reported having
successfully arranged a clerkship in Canada. In 2010, students from
Australia reported the most clerkships arranged or completed in
Canada, while in 2006, CSAs studying in Europe were the most
likely to have completed or arranged a clerkship in Canada.3
The 2006 and 2010 studies both found that CSAs studying in the
Caribbean were the least likely to have completed or arranged a
clerkship in Canada.3
FUNDING
TABLE 4 MOST POPULAR FUNDING TYPES FOR MEDICAL SCHOOL ABROAD
FUNDING TYPE
The most popular type of funding for medical school reported by CSAs was
family savings, followed by bank loans and government grants in Canada.
However, as Table 4 shows, CSAs do not use just one source to fund their
medical school abroad, but tend to use a combination of sources. When
looking at the average CSA, 44.0% of their total funding to attend an
international medical school is from a bank loan, 37.0% is from family
savings, and only 1.0% is from an international scholarship.
%
Family savings
70.3%
Bank loan in Canada
69.1%
Government grants – Canada
37.6%
Personal savings
31.2%
Bank loan elsewhere
6.6%
International scholarship (study abroad grant)
7.8%
Other
6.8%
* Survey respondents were able to select more than one answer.
MOST POPULAR FUNDING TYPES BY MEDICAL SCHOOL REGION
50%
Family Savings
40%
Bank Loan in Canada
30%
Government Grants
Personal Savings
20%
International Scholarships
10%
Bank Loan Elsewhere
Other
0%
Ireland
Poland
Carribean
Australia
Middle East
Figure 27 Most popular funding types by medical school region
Family savings was cited as the main funding source more frequently by CSAs in Europe and the Middle East than CSAs in the Caribbean or
Australia. A higher percentage of CSAs in Australia and the Caribbean reported that they funded their education through a bank loan in Canada.
TABLE 5 TOP FUNDING SOURCE BY REGION AND MEDICAL SCHOOL
Region
Ireland
Poland
Caribbean
Australia
Middle East
Medical School
Top Funding Source
%
Average Yearly Tuition ($CAD)
Royal College of Surgeons
Family Savings
95.2%
63,051
Family Savings
78.3%
41,809
Bank Loan in Canada
66.0%
15,780
Poznan University of Medical Sciences Center
Family Savings
70.8%
12,911
Bank Loan in Canada
74.1%
62,232
Saba University School of Medicine
Bank Loan in Canada
79.1%
27,178
Bank Loan in Canada
71.9%
54,571
Family Savings
82.7%
53,112
RCSI Bahrain
Family Savings
83.3%
38,245
Personal Savings
45.5%
28,644
CaRMS Report: 2010
22
DEBT
Estimated total amount of debt
Over half of CSAs reported their estimated amount of debt to be
above $160,000 (CAD). In fact, the most frequent estimated
amount of debt cited was $200,000 (CAD). However, 12.2% of
CSAs did not expect to have any debt, 30.7% estimated their
debt to be less than $100,000, 54.4% estimated their debt to be
between $100,000 and $299,999 and 14.9% estimated their debt
to be $300,000 or greater.
MEDIAN DEBT BY MEDICAL SCHOOL REGION
$250,000
$200,000
$200,000
$200,000
$175,000
$150,000
$100,000
$90,000
$70,000
$50,000
$0
Ireland
Poland
Carribean
Australia
Middle East
Figure 28 Median debt by medical school region
Overall, CSAs studying in Ireland and Australia reported the highest ($200,000 CAD) total estimated median debt at graduation, while
$175,000 (CAD) was the median debt reported by CSAs studying in the Caribbean. A much lower median debt of $70,000 (CAD) and
$90,000 (CAD) was reported by those studying in Poland and the Middle East.
Median debt
The median debt reported by CSAs in 2010 was $160,000 (CAD).
In comparison, an article from Medical Education, which surveyed
Canadian medical students in 2001 and 2007, reported the
median debt of Canadian medical graduates as $71,000 (CAD).7
The median debt of Canadians has risen $31,000 (CAD) since
2001,7 however it is still $89,000 (CAD) less than the median
debt of Canadians studying medicine abroad.
SATISFACTION WITH COST OF MEDICAL EDUCATION
11.7%
15.6%
Very Satisfied 11.7%
18.3%
Satisfied 15.6%
Neutral 22.7%
Dissatisfied 31.6%
31.6%
22.7%
Very Dissatisfied 18.3%
Figure 29 Satisfaction with cost of medical education
Almost 49.9% of CSAs reported being dissatisfied or very dissatisfied with the cost of their medical education.
CaRMS Report: 2010
23
SATISFACTION WITH COST OF MEDICAL EDUCATION BY MEDICAL SCHOOL REGION
100%
Very satisfied
Satisfied
Neutral
Dissatisfied
Very dissatisfied
80%
60%
43.0%
44.1%
35.4%
34.9%
40%
20%
0%
19.5%
1.5%
Ireland
52.2%
42.2%
16.5%
5.1%
23.8%22.6%25.1%
17.8%
10.8%
Poland
26.7%
6.8%
1.0%
Carribean
Australia
23.3%
17.4%
4.3%
21.7%
4.3%
Middle East
Figure 30 Satisfaction with cost of medical education by medical school region
CSAs in Ireland and Australia were the most dissatisfied with the cost of their medical education. Coincidentally, these two regions also
have the highest reported median debts. CSAs in Poland were the most satisfied with the cost of their medical education, and also
reported the lowest median debt per any region surveyed.
When significance testing was run, it was determined that the cost of medical education is related to reported satisfaction with a medical
program. CSAs that were very dissatisfied with the cost of their education reported lower levels of satisfaction with their medical programs
than CSAs that were very satisfied with the cost of their medical education.
TABLE 6 ANNUAL TUITION RATES
Medical School Region
Avg. Yearly Tuition ($CAD)
Range of Yearly Tuition Fees ($CAD)
Lowest in Region
Highest in Region
Ireland
$49,800
$41,809
$63,051
Poland
$14,191
$12,250
$15,780
Caribbean
$25,608
$9,017
$62,232
Australia
$42,334
$18,894
$66,369
Middle East
$26,336
$15,117
$38,244
Canada
$12,214*
$6,130*
$18,586*
* Source: Canadian Medical
Education Statistics 2009,
The Association of Faculties
of Medicine of Canada, 2009
CaRMS Report: 2010
24
POSTGRADUATE PLANS
INTENTION TO RETURN TO CANADA TO PURSUE
POSTGRADUATE MEDICAL TRAINING
INTENTION TO STAY IN CANADA TO PRACTICE
MEDICINE AFTER CANADIAN POSTGRADUATE
MEDICAL TRAINING
9.7%
11.8%
Yes, all of my
postgraduate
training
16.9%
Yes
No
0.7%
Undecided
Yes, a portion of
my postgraduate
training
73.4%
No
87.4%
Figure 31 Intention to return to Canada to pursue postgraduate
medical training
Figure 32 Intention to stay in Canada to practice medicine after
Canadian postgraduate training
Overall, 90.3% of CSAs reported that they intended to return to
Canada to pursue at least some of their postgraduate medical
training. Less than 10.0% reported that they do not intend to
return to Canada for postgraduate training.
A total of 87.4% of CSAs who intend to pursue postgraduate
medical training in Canada also intend to stay in Canada to
practice after this training. Of the 0.7% who stated they do not
intend to stay in Canada after Canadian postgraduate training,
reasons included: limited opportunities to practice in my
preferred location (57.1%), economic incentives to leave Canada
(28.6%), and family considerations (28.6%).
TABLE 7 YEAR OF GRADUATION FROM MEDICAL SCHOOL BY INTENTION TO RETURN TO CANADA
TO PURSUE POSTGRADUATE MEDICAL TRAINING
Year of Graduation
Intention to Return to Canada for Training
Yes
No
Total
n
%
n
%
n
%
2010
98
77.8%
28
22.2%
126
100%
2011
146
87.4%
21
12.6%
167
100%
2012
281
92.7%
22
7.3%
303
100%
2013
317
91.6%
29
8.4%
346
100%
2014
125
96.9%
4
3.1%
129
100%
2015
9
90.0%
1
10.0%
10
100%
Total
976
105
1081
For CSAs intending to return to Canada to pursue postgraduate medical training, there is a statistically significant difference between
CSAs graduating in 2010 and CSAs graduating in 2014. The further CSAs are from graduating, the more likely they report that they plan
on returning to Canada for postgraduate medical training. CSAs closer to graduation may be more realistic about the challenges of
returning to Canada to pursue postgraduate medical training.
CaRMS Report: 2010
25
TABLE 8 REGION OF MEDICAL SCHOOL BY INTENTION TO RETURN TO CANADA
TO PURSUE POSTGRADUATE MEDICAL TRAINING
Region of Medical
Schools
Ireland
Yes
No
Total
n
%
n
%
n
%
255
93.8%
17
6.3%
272
100%
Poland
65
82.3%
14
17.7%
79
100%
Caribbean
454
90.6%
47
9.4%
501
100%
Australia
182
88.3%
24
11.7%
206
100%
Middle East
20
87.0%
3
13.0%
23
100%
Total
976
105
Significance testing revealed that all regions
containing CSAs report an equal likelihood
of planning to return to Canada to pursue
postgraduate medical training.
1081
Intention to return to Canada to pursue postgraduate
medical training
It is important to note that in 2006, only 67.0% of CSA
respondents indicated their intention to return to Canada for
postgraduate medical training3. In 2010, 90.3% of CSA respondents indicated that they intended to return to Canada for
postgraduate medical training. This is a significant increase (176%)
in an intention to return home (z = 11.41, p < .001).
Year of graduation from medical school by intention to return
to Canada to pursue postgraduate medical training
Both the 2010 and the 2006 pilot study noted that being further
from graduation increased the likelihood of a CSA’s intention to
return to Canada for postgraduate medical training.3
Region of medical school by intention to return to Canada to
pursue postgraduate medical training
Although in the 2010 study, no significant differences were found
pertaining to CSAs’ intent to return home by the region of medical
school they were enrolled in, the 2006 pilot study found that
significant differences existed amongst the medical schools. Over
three-quarters of CSAs in European medical schools were planning
to return to Canada, compared to 57.0% (just over half) of those
studying in Caribbean medical schools.3
FIRST/TOP CHOICES
TABLE 9 INTENDING TO RETURN FOR POSTGRADUATE TRAINING IN CANADA:
FIRST CHOICE LOCATIONS FOR POSTGRADUATE MEDICAL TRAINING IN CANADA
First Choice Locations
n
%
327
33.5%
University of British Columbia
162
16.6%
59
6.0%
McMaster University
54
5.5%
University of Manitoba
36
3.7%
University of Calgary
31
3.2%
Dalhousie University
29
3.0%
University of Alberta
28
2.9%
University of Ottawa
27
2.8%
McGill University
24
2.5%
University of Saskatchewan
20
2.0%
Northern Ontario School of Medicine
11
1.1%
Memorial University of Newfoundland
10
1.0%
Queen's University
6
0.6%
Not decided
153
15.7%
Total*
977
100.0%
The University of Toronto ranked first among
33.5% of CSAs as their first choice location for
postgraduate medical training. The University
of British Columbia was cited as the first
choice location for 16.6% of CSAs. This
corresponds with the increased number of
CSAs declaring their province of residence to
be Ontario and British Columbia.
* Only includes respondents intending to return to
Canada for all or part of their postgraduate training.
CaRMS Report: 2010
26
TABLE 10 INTENDING TO RETURN TO POSTGRADUATE TRAINING IN CANADA:
TOP CHOICE DISCIPLINES FOR POSTGRADUATE MEDICAL TRAINING IN CANADA
First Choice Discipline
n
%
Family Medicine
205
21.0%
Internal Medicine
141
14.4%
Pediatrics
86
8.8%
Emergency Medicine
66
6.8%
General Surgery
63
6.4%
Orthopedic Surgery
47
4.8%
Obstetrics & Gynecology
36
3.7%
Cardiac Surgery
19
1.9%
Anesthesiology
18
1.8%
Neurology
18
1.8%
Psychiatry
16
1.6%
Diagnostic Radiology
15
1.5%
Neurosurgery
11
1.1%
Radiation Oncology
11
1.1%
Ophthalmology
10
1.0%
Plastic Surgery
9
0.9%
Dermatology
4
0.4%
Urology
4
0.4%
Otolaryngology
3
0.3%
Physical Medicine & Rehabilitation
3
0.3%
Community Medicine
2
0.2%
General Pathology
2
0.2%
Hematological Pathology
2
0.2%
Neurology – Pediatric
2
0.2%
Anatomical Pathology
1
0.1%
Laboratory Medicine
1
0.1%
Medical Genetics
1
0.1%
Other
4
0.4%
Not decided
177
18.1%
Total*
977
100.0%
Family Medicine was the first choice residency
discipline with (21.0%), followed by Internal
Medicine (14.4%). Yet, 18.1% of respondents
remained undecided on their residency
discipline of choice.
* Only includes respondents intending to return to
Canada for all or part of their postgraduate training.
CaRMS Report: 2010
27
Top choice disciplines for postgraduate medical
training in Canada
Family Medicine and Internal Medicine remained the top two
discipline choices for CSAs. In 2006, Internal Medicine was the
first choice discipline of 19.0% of respondents, followed by
Family Medicine at 16.8%.3 Conversely, in 2010, Family Medicine
was the first choice discipline of 21.0% of respondents, followed
by Internal Medicine with 14.4% of respondents.
TABLE 11 TOP FIVE LOCATIONS FOR POSTGRADUATE MEDICAL TRAINING IN CANADA (CSA VS. CMG)
CSA
CMG*
Top Five Locations
n
%
Top Five Locations
n
%
327
33.5%
285
15.7%
162
16.6%
274
15.1%
59
6.0%
University of Montreal
154
8.5%
McMaster University
54
5.5%
University of Ottawa
135
7.4%
University of Manitoba
36
3.7%
University of Laval
112
6.2%
977
65.3%
1814
52.9%
Total
Total
* Source: CaRMs 2010 CMG Cohort Data
The University of Toronto is the first choice among 33.5% of CSAs and 15.7% of CMGs. Both CSAs and CMGs also cite the University
of British Columbia as a top choice.
TABLE 12 TOP FIVE DISCIPLINES FOR POSTGRADUATE MEDICAL TRAINING IN CANADA (CSA VS. CMG)
CSA
Top Five Disciplines
CMG*
n
%
n
%
Family Medicine
205
21.0%
Family Medicine
614
33.4%
Internal Medicine
141
14.4%
Internal Medicine
238
12.9%
Pediatrics
86
8.8%
Pediatrics
113
6.1%
Emergency Medicine
66
6.8%
Anesthesiology
98
5.3%
General Surgery
63
6.4%
General Surgery
97
5.3%
977
57.4%
1838
63.1%
Total
Top Five Disciplines
Total
* Source: CaRMs 2010 CMG Cohort Data
Four out of the five top residency choices for both CSAs and CMGs are the same.
CaRMS Report: 2010
28
CANADIANS NOT INTENDING TO RETURN TO CANADA FOR POSTGRADUATE MEDICAL TRAINING
PERCEIVED BARRIERS TO RETURNING TO CANADA FOR POSTGRADUATE TRAINING
61.0%
I prefer not to do return of service work
57.1%
My first choice of residency is difficult to obtain in Canada
The opportunity to do postgraduate
training in my preferred location is limited
46.7%
I do not think that I have a reasonable
chance to match in Canada
43.8%
14.3%
I have personal commitments in another country
6.7%
The cost of examinations is too high
5.7%
My career/residency is not found in Canada
I do not think I have a reasonable chance of passing
the Medical Council of Canada Evaluation Examination
1.0%
26.7%
Other
0%
10%
20%
* Respondents could select more than one answer.
30%
40%
50%
60%
70%
80%
n=105
Figure 33 Perceived barriers to returning to Canada for postgraduate training
Of the 9.7% of CSAs who do not plan to enter postgraduate medical training in Canada, 61.0% reported not wanting to do return of
service work. The other major barriers reported were difficulty in obtaining a first choice residency, and/or location of residency.
43.8% of this group stated they did not intend to return to Canada because they didn’t feel they had a reasonable chance of
matching. This is similar to the 26.7% of CSAs who self-selected themselves out of the competition for admittance to undergraduate
Canadian medical schools by never applying.
Some of the barriers received in the ‘Other’ category included:
• “I think that there are more opportunities available in the States than in Canada especially for foreign medical graduates.”
• “The process seems too complex with too many steps. In the US, USMLE steps 1, 2 and 3 are easy to understand and follow.”
• “Poor working conditions as a doctor in Canada.”
• “In Australia, I will be paid for overtime and on-call work and earn more per hour than if I returned to Saskatchewan,
which offers limited IMG positions.”
CaRMS Report: 2010
29
TABLE 13 REASONS FOR NOT INTENDING TO RETURN TO CANADA FOR POSTGRADUATE TRAINING BY REGION
Reason
Ireland
Poland
Caribbean
Australia
Middle East
Total
n
%
n
%
n
%
n
%
n
%
n
%
I prefer not to do return of service work
10
20%
12
29%
22
21%
19
26%
1
17%
64
23%
My first choice of residency is difficult to obtain
in Canada
13
27%
10
24%
20
19%
15
20%
2
33%
60
22%
The opportunity to do postgraduate training in
my preferred location is limited
10
20%
8
19%
20
19%
10
14%
1
17%
49
18%
I do not think that I have a reasonable chance to
match in Canada
7
14%
6
14%
24
23%
9
12%
0
0%
46
17%
5%
I have personal commitments in another country
4
8%
0
0%
3
3%
6
8%
2
33%
15
The cost of examinations is too high
0
0%
0
0%
5
5%
2
3%
0
0%
7
3%
My career choice/residency is not found in Canada
1
2%
1
2%
1
1%
3
4%
0
0%
6
2%
I do not think I have a reasonable chance of passing
the Medical Council of Canada Evaluating Examination
0
0%
1
2%
0
0%
0
0%
0
0%
1
0%
Other
4
8%
4
10%
10
10%
10
14%
0
0%
28
10%
The majority of respondents studying in Ireland who do not intend to return to Canada for postgraduate medical training cited a
difficulty in obtaining their first choice of residency as their main reason not to return. Those studying in Poland and Australia prefer
not to do a return of service, and those in the Caribbean do not think they have a reasonable chance of matching in Canada.
Respondents in the Middle East also preferred not to do a return of service, and also cited personal commitments in another country
as their reasons for not wanting to return.
COUNTRY (IF NOT IN CANADA) WHERE CSAS INTEND TO
COMPLETE THEIR POSTGRADUATE MEDICAL TRAINING
1.0%
2.0%
2.9%
INTENTION TO RETURN TO CANADA TO
PRACTICE MEDICINE AFTER POSTGRADUATE
MEDICAL TRAINING ABROAD
77.5%
United Sates
16.7%
Australia
Yes
24.8%
No
Ireland
Norway
n = 102
Figure 34 Country (if not Canada) where CSAs intend to complete their
postgraduate medical training
A total of 77.5% of CSAs that do not intend to return to Canada to
pursue postgraduate medical training intend to pursue training in
the United States. However, with a targeted increase of 30% in US
undergraduate admissions and no increase planned for postgraduate
training opportunities, fewer positions will be available to international
medical graduates, requiring these students to explore different
options for postgraduate training.8
53.3%
Undecided
21.9%
n = 102
Figure 35 Intention to return to Canada to practice
medicine after postgraduate medical training abroad
Of the 9.7% of Canadians who cited they did not intend to
return to Canada for postgraduate medical training, 24.8%
of them do intend to return to Canada after postgraduate
training abroad, while 53.3% remain undecided.
CaRMS Report: 2010
30
PERCEIVED BARRIERS TO RETURNING TO CANADA TO PRACTICE MEDICINE
AFTER POSTGRADUATE MEDICAL TRAINING ABROAD
Economic incentives to stay away
52.2%
Limited opportunity to practice
in my preferred location
52.2%
Difficulty in obtaining recognition of training
43.5%
Family considerations
21.7%
Limited research funding available in my field
8.7%
Other
21.7%
0%
10%
20%
30%
n = 23
40%
50%
60%
* Respondents could select more than one answer.
Figure 36 Perceived barriers to returning to Canada to practice medicine after postgraduate medical training abroad
This study found that CSAs choose not to return to Canada for postgraduate medical training and practice mainly due to economic
incentives to stay abroad, and limited opportunities to practice in a preferred location. The level of difficulty in obtaining recognition of
training was also cited as one of the main barriers for not intending to return to Canada to practice after postgraduate training abroad.
Perceived barriers to returning to Canada for postgraduate training
CSAs in both the 2010 and 2006 studies cited the difficulty to
obtain their first choice of residency as a common reason for not
intending to return to Canada for postgraduate training.3 Two
additional reasons from 2006 were: “Foreign-trained graduates
are poorly treated” and “Restriction to the second iteration of
CaRMS poses difficulties”.3 It should be noted that after the 2006
pilot study was completed, the rules changed, and for the first
time, IMGs were allowed to compete in the first iteration of the
CaRMS match.
INTERNATIONAL MEDICAL SCHOOL DATA BY MEDICAL SCHOOL
CARIBBEAN
TABLE 14 CARIBBEAN MEDICAL SCHOOL DATA WEBSITE SOURCES
Location
Medical School
Website
Grenada
http://www.sgu.edu/school-of-medicine/index.html
Dominica
Ross University
http://www.rossu.edu/medical-school/
Netherland Antilles
SABA University School of Medicine
www.saba.edu
Saint Kitts
Windsor University
http://windsor.edu
St. Maarten
www.aucmed.edu
Antigua
American University of Antigua
http://www.auamed.org/medical-school
Antigua
University of Health Sciences Antigua
www.uhsa.ag
Continued on page 32
CaRMS Report: 2010
31
TABLE 14 CARIBBEAN MEDICAL SCHOOL DATA WEBSITE SOURCES
Aruba
All Saints University of Medicine
www.asumaruba.org
Aruba
Xavier University School of Medicine
http://edu.xusom.nl
Belize
Central America Health Sciences University
www.cahsu.edu
Cayman Islands
St. Matthew’s University
http://www.stmatthews.edu/school-of-medicine.shtml
Dominica
www.allsaintsuniversity.org
Netherland Antilles
Saint James School of Medicine
www.sjsm.org
Netherland Antilles
www.eustatiusmed.edu
Nevis
Medical University of the Americas
www.mua.edu/mua/
Saint Kitts
International University of Health Sciences (IUHS)
www.iuhs.edu
Saint Kitts
University of Medicine and Health Sciences (UMHS)
http://www.umhs-sk.org/
Saint Lucia
Spartan Health Sciences
www.spartanmed.org
Saint Lucia
International American University
www.iau.edu.lc
Trinidad and Tobago
University of the West Indies
www.uwi.edu
TABLE 15 NUMBER OF CSAS STUDYING MEDICINE IN THE CARIBBEAN
Location*
Medical School
Grenada
Estimation of CSAs
~ 660
Dominica
Ross University
~ 270
Netherland Antilles
~ 320
Saint Kitts
Windsor University
~ 200
St. Maarten
~ 120
Antigua
Unknown**
Antigua
Unknown**
Aruba
Unknown**
Aruba
Unknown**
Belize
Unknown**
Cayman Islands
Unknown**
Dominica
Unknown**
Netherland Antilles
Unknown**
Netherland Antilles
Unknown**
Nevis
Unknown**
Saint Kitts
Unknown**
Saint Kitts
Unknown**
Saint Lucia
Unknown**
Saint Lucia
Unknown**
Trinidad and Tobago
Unknown**
Estimated Total ~ 2000
* Only includes Caribbean medical schools known to have Canadian students.
** Unknown denotes locations where CSAs are known to study but no numbers were provided, an overall estimate was given for the region.
Overall, 20 schools in the Caribbean were identified as educating Canadian students. Although various other schools offer medical
education in the Caribbean, the CaRMS 2008 and 2009, as well as the MCC data only identified these schools as having current
Canadian graduates. This study was able to estimate that at least 2000 Canadians are studying medicine in the Caribbean.
CaRMS Report: 2010
32
TABLE 16 GENERAL INFORMATION
Medical School
Year University Founded
Year International Program Began
1977
1977
Ross University
1978
1978
1993
1993
Windsor University
1998
1998
1978
1978
2004
2004
1983
1983
Xavier University School of Medicine, Aruba
2004
2004
Xavier University School of Medicine, Bonaire
2003
2003
1996
1996
1997
1997
All Saints University of Medicine, Aruba
2004
2004
All Saints University of Medicine, Dominica
2006
2006
Saint James School of Medicine, Bonaire
2000
2000
Saint James School of Medicine, Anguilla
2010
2010
1999
1999
2001
2001
1998
1998
2008
2008
1980
1980
2004
2004
1989
1989
Some of the oldest schools in the Caribbean, such as St. George’s and Ross, continue to educate the most Canadians in the midst of new
medical schools opening every year.
TABLE 17 ADMISSIONS BY MEDICAL SCHOOL
Medical School
Programs Available
Admissions
Fielded Through
Admission Requirements
Four year and BS/MD
dual degree
School - online
application
MD (four year): bachelor’s degree, MCAT, specific coursework in:
biology, inorganic chemistry, organic chemistry, math, English.
BS/MD Dual Degree: high school diploma, courses in mathematics,
science, biology or zoology, chemistry, English and one other
course, strong GPA in science, and SAT.
Ross University
Four year
School - online
application
Cumulative GPA, GPA in pre-med coursework (inorganic chemistry,
organic chemistry, biology, physics, math, English), MCAT, graduate
work and records, letters of recommendation, personal essay, work
history, professional or volunteer experiences, and personal interview.
Minimum three years of undergraduate studies or the equivalent
of 90 semester hours or 135 quarter hours—including premedical
requirements (biology, general/inorganic chemistry, biochem/
organic chemistry) from an accredited college or university. A
baccalaureate degree is recommended but not required. Preference will be given to applicants who have completed a bachelor’s
degree or higher. All applicants who are US citizens, nationals or
permanent residents are required and all other students are
strongly encouraged to take the MCAT.
CaRMS Report: 2010
33
Medical School
Programs Available
Admissions
Fielded Through
SABA University School
of Medicine
Four year
School - online
application
Applicants are expected to have a minimum of 50 hours of direct
patient care experience to be eligible for admission to Saba
University School of Medicine. This experience can come from
volunteering in a hospital setting, shadowing physicians, working
as an EMT, etc.
Windsor University
Four year and five
year
School - form to
be mailed to US
office
Pre-med (five year) - applicants must be high school graduates
with a minimum of 10 years of education from an American or
internationally-recognized school.
MD (four year) - undergraduates or students enrolled in
undergraduate programs with one year of biology and chemistry
after high school.
Both four and five year programs consider: GPA, letters of
recommendation, personal essays, interview, and professional or
volunteer experiences.
American University of
the Caribbean School
of Medicine
Four year
School - online
application
Baccalaureate degree from an accredited university to be obtained
as a condition of matriculation, MCAT, college credits must include
the following: biology, general chemistry, organic chemistry, general
physics, and English.
A generous exposure to mathematics, humanities, and social
sciences is desired. Real life experience in the health care field is
strongly recommended. A personal interview may be requested at
the discretion of the Admissions Committee. AUC requires all
applicants to consent to a background check.
Antigua
Four year and
six year
School – online
application
MD (four year) – at least 90 credits of college courses. Strongly
recommends that applicants earn a degree from an accredited
undergraduate institution. Required courses: inorganic or general
chemistry, organic chemistry, biology or zoology, physics, English,
and calculus or statistics.
It is strongly advised that applicants complete advanced
science courses in biochemistry, anatomy/physiology, genetics,
microbiology, etc.
BHHS/MD (six year) - high school diploma with a minimum GPA of
3.0, and a combined score of 1100 on the SAT (verbal and math)
or a 24 on the ACT. Applicants must have completed at least three
years of science, English and mathematics courses.
Both four and six year programs require: letters of reference,
personal statement.
University of Health
Sciences Antigua
Four year
School - form to
be mailed to US
office
At least 90 collegiate credit hours from accredited institutions.
The following courses are required: inorganic or general chemistry,
organic chemistry, biology or zoology, physics, English, mathematics.
Letters of reference are also required.
CaRMS Report: 2010
34
Medical School
Programs Available
Admissions
Fielded Through
All Saints University of
Medicine, Aruba
Four year and five
year
School – online
application
MD (four year) - minimum of three years course work in an
accredited college or university (minimum of 90 semester hours
or 135 quarter hours). Preference will be given to applicants
who have completed a baccalaureate degree or higher. Courses
must include: biology, chemistry, physics, mathematics, English,
and humanities.
MD (five year) – high school diploma.
Both four and five year programs require: personal essay, letters of
recommendation, MCAT score if available, TOEFL score if available.
Xavier University School
of Medicine
Four year and five
and a half year
School - form to
be mailed to US
office
MD (four year) - at least two academic years and 90 credit hours of
undergraduate studies including the following subjects: inorganic
or general chemistry, organic chemistry, biology, physics, English,
and pre-calculus/calculus.
MD (five and a half years) - high school diploma, GPA 3.0, SAT
1200 (old system) 1800 (new system) or ACT 26.
Both four and five and a half year programs require: letters of
recommendation, structured questions and personal essay,
and interview.
Central America Health
Sciences University
Four year
School - form to
be mailed to US
office
An applicant must have satisfactorily completed no less than 90
undergraduate semester hours (or equivalent number of quarter
hours). Applicants are not required to have earned a bachelor's
degree, but an undergraduate degree from an American,
Canadian or internationally accredited college or university is
recommended. The following courses must have been completed
satisfactorily: biology, general chemistry, organic chemistry,
physics, math, English. Letters of recommendation and a personal
statement are required.
Four year
School – online
application
Qualified candidates typically have earned an undergraduate
degree from an approved college or university in the United
States, Canada or a recognized international institution. St.
Matthew's University will give consideration for admission to an
applicant who has earned 90 or more college semester credit
hours. Premedical studies should include the following courses:
inorganic (general) chemistry, organic chemistry, biology, language
arts, physics, English, humanities, and mathematics or computer
science. Letters of recommendation, personal statement, and
MCAT scores are required.
Medicine, Dominica
Four year and five
year
School – online
application
MD (four year) – minimum three years course work in an accredited
college or university (minimum of 90 semester hours or 135 quarter
hours). Preference given to applicants who have completed a
baccalaureate degree or higher. Courses should include: biology or
zoology, general inorganic chemistry or advanced chemistry,
physics, mathematics, English, and humanities/social sciences.
MD (five year) – high school diploma.
CaRMS Report: 2010
35
Medical School
Programs Available
Admissions
Fielded Through
Saint James School of
Medicine
Four year
School – online
application
Baccalaureate/bachelor's degree or a total of 90 credit hours
(approximately three years of undergraduate education) at an
accredited college or university is required. Courses should
include: biology or zoology, general inorganic chemistry, advanced
chemistry, physics, English, humanities/social sciences.
University of Sint
Eustatius
Four year
School – online
application
Bachelor's degree or 90 college credits. Required courses: biology,
inorganic chemistry, organic chemistry, physics, mathematics.
Medical University of
the Americas
Four Year
School – online
application
At least three years of undergraduate studies (the equivalent of
90 semester hours or 135 quarter hours from an accredited college
or university). Required courses: biology or zoology, inorganic
chemistry, organic chemistry, English.
MUA encourages students to complete courses in the arts, social
sciences, philosophy, literature and the humanities. Students
completing courses such as cell biology, anatomy and physiology,
genetics, biochemistry, molecular biology, physics, mathematics,
statistics and psychology/interpersonal skills and communication
are given preference in admissions.
International University
of Health Sciences
(IUHS)
Four year
Unknown
Bachelor’s degree in science or equivalent (90 to 120 semester
or credit hours at the university/ college level). Courses should
include: physics, general chemistry, organic chemistry, biology,
mathematics/calculus. Additionally a biochemistry course is
recommended. Courses in microbiology, cellular physiology,
genetics, embryology while not required, are useful in providing
some of the essential skills and knowledge required for medical
education and assisting the Admissions Committee in assessing
a candidates readiness to study medicine.
Recommendations from professors and medical doctors, personal
interview, personal statement, MCAT scores, practical work
experience in the healthcare field.
University of Medicine
and Health Sciences
(UMHS)
Four year
School – online
application
A minimum of three years of study (90 semester credits) at an
accredited college or university however, a bachelor’s degree is
highly recommended. Courses in inorganic or general chemistry,
organic chemistry, general biology or zoology, physics, English,
and mathematics. Applicants should have a broad background in
the humanities and have completed at least 12–16 credit hours in
either the humanities and/or the social or behavioral sciences. It is
recommended that additional sciences courses such as genetics,
anatomy, physiology and biochemistry be taken.
Standardized tests including SATs, ACTs, MCATs, GREs, USMLE
Step I or any and all tests that will assist in evaluating application.
A personal essay, letters of recommendation, and a personal
interview are also required.
It is also highly recommended that applicants have experiences
in clinical settings, research, public health, or community
outreach activities.
CaRMS Report: 2010
36
Medical School
Programs Available
Admissions
Fielded Through
Spartan Health
Sciences
Five year
School – online
application
Minimum requirement for admission is three years of college
or university level studies (90 semester credit hours). A baccalaureate degree is preferred. Courses should include: biology,
physics, chemistry, organic chemistry or organic chemistry and
biochemistry sequence accepted, mathematics.
International American
University
Four year
School – online
application
At least 90 credit hours of undergraduate coursework but
recommends the completion of a four year degree. Coursework
should include the following: inorganic or general chemistry,
organic chemistry, biology or zoology, physics, English, mathematics
(preferably calculus or statistics). Personal statement, two letters of
recommendation from academic or professional sources, and
resume listing extracurricular or medical voluntary activities.
University of the
West Indies
Five year
School
Applicants with first degrees from institutions other than the UWI
are eligible provided that the program of study has been accredited
by a relevant body or agency and is considered acceptable by the
UWI. Course credits have been obtained in biology/zoology and
chemistry. A minimum GPA of 3.0 or equivalent must be obtained,
as well as an autobiographical summary outlining reasons for career
choice, extracurricular activities outlined and original letters certified
from principals, supervisors or employers for each activity. The
university places emphasis on applicant’s voluntary participation
in community/social projects although consideration shall also
be given to other extracurricular activities, experiences and
abilities (such as music, sports, drama, and debating or proficiency
in a foreign language). Applicants may also be required to attend
an interview.
The majority of the schools in the Caribbean offer four year medical degrees with admissions based on some undergraduate courses taken in
the sciences and a certain GPA or a bachelor’s degree attained from an accredited university. MCAT scores are typically not required but
recommended by most schools. Applicants usually apply to Caribbean medical schools via an online application and can attend information
sessions provided by the medical schools in North America. Caribbean medical schools handle their own admissions with the aid of their
North American offices and do not make use of recruitment/admission agencies as other international medical education universities do.
CaRMS Report: 2010
37
TABLE 18 CURRICULUM SUMMARY BY MEDICAL SCHOOL
Medical School
Basic Science Curriculum
Clinical Curriculum
Two years: Anatomical Sciences, Behavioral
Sciences, Biochemistry and Genetics,
Bioethics, Clinical Skills, Microbiology,
Pathology, Pathophysiology, Pharmacology,
Physiology and Neuroscience, Public Health
and Preventive Medicine, and electives.
Two years (80 weeks): Core clerkship year – Medicine,
Surgery, Pediatrics, Obstetrics/Gynecology, and Psychiatry.
Ross University
Two years: Developmental and Microscopic
Anatomy I/II, Biochemistry and Genetics I/II,
Doctor, Patient and Society I/II, Neuroscience,
Gross Anatomy I/II Medical Physiology I/II,
Microbiology and Immunology I/II, Pathology
I: General, Pathology II: Systemic and Clinical,
Medical Pharmacology I/II, Introduction to
Clinical Medicine, and Behavioral Sciences.
Two years (90 weeks): Advanced Introduction to Clinical Medicine, Medicine, Obstetrics/Gynecology, Pediatrics, Psychiatry,
Surgery, Family Medicine, electives and research electives.
SABA University School
of Medicine
Two years: Cellular Biology, Embryology,
Histology, Gross Anatomy with human
cadavers, Biochemistry and Medical Genetics,
Physiology, Epdiemiology, Microbiology,
Neuroscience and Medical Psychology, Medical
and Legal Ethics, Pathology, Pharmacology,
Physical Diagnosis, and Clinical Pathology.
Two years (72 weeks): core rotations - Surgery, Internal Medicine,
Pediatrics, Psychiatry, and Obstetrics and Gynecology.
Windsor University
Two years: Physiology, Biochemistry, Microbiology, Pharmacology, Anatomy, and Pathology.
Two years (72 weeks): Internal Medicine, Surgery, Obstetrics,
Gynecology, Pediatrics, Psychiatry, and elective rotations.
the Caribbean School
of Medicine
Two years: Anatomy/Embryology, Molecular
and Cell Biology I/II, Histology, Physiology I/II,
Immunology and Infection, Biostatistics,
Introduction to Clinical Med/Clerkships
1/2/3/4/5/6, Pathology I/II, Medical
Microbiology, Neuroscience, Pharmacology
I/II, and Behavioral Science I/II.
Two years (72 weeks): Internal Medicine, Surgery, Pediatrics,
Obstetrics and Gynecology, Psychiatry, and 30 weeks in
clinical elective rotations.
Antigua
Two years: Gross Anatomy/Embryology,
Histology/Cell Biology, Doctor, Patients, and
Society, Neuroscience, Medical Physiology,
Biochemistry, Genetics, Behavioral Science,
Microbiology, Immunology, General
Pathology, Pharmacology, Systemic
Pathology, Introduction to Clinical Medicine,
and Preliminary Clinical Training.
Two years (72 weeks): Family Practice I/Internal Medicine I,
Internal Medicine, Surgery, Pediatrics, Obstetrics and
Gynecology, Psychiatry, and Family Medicine.
Senior year - Medicine Sub-Internship, Primary Care (Family
Practice, Emergency Medicine, Outpatient Experience in
General Medicine, General Pediatrics, or General Obstetrics/
Gynecology), Medicine elective, Pediatric elective or
Sub-Internship, and additional electives.
Elective clinical rotations - student may select based upon
their projected medical specialty.
Electives - Anesthesiology, Immunology, Cardiology, Critical
Care, Dermatology, Emergency Medicine, Endocrinology,
Diabetes and Metabolism, Gastroenterology, Geriatric
Medicine, Infectious Diseases, Nephrology, Neurology,
Oncology, Ophthalmology, Preventive Medicine, Pulmonary Disease, Radiology, Rheumatology, Orthopedic
Surgery, and Pathology.
CaRMS Report: 2010
38
Medical School
Clinical Curriculum
Sciences Antigua
Two years: basic sciences and USMLE prep.
Two years (78 weeks): Internal Medicine, General Surgery,
Obstetrics and Gynecology, Psychiatry, and Family Medicine.
Examples of electives: Family Practice, Cardiology,
Emergency Medicine, Anesthesiology, Orthopedic Surgery,
Otolaryngocology, Neurology, Radiology, Preventative
Medicine/Infectious Disease, electives in General Surgery.
Medicine
Two years: Gross Anatomy, Histology, Medical
Embryology, Medical Ethics, Biochemistry,
Physiology, Genetics, Neurosciences, Microbiology and Immunology, Psychology, Pathology I,
Pharmacology, Pathology II, Epidemiology and
Preventive Medicine, Physical Diagnosis, and
Introduction to Clinical Medicine.
Two Years (72 - 80 weeks): Internal Medicine, General Surgery,
Obstetrics and Gynecology, Pediatrics, Psychiatry, Family
Practice, and electives (student’s choice).
of Medicine
Two years: Gross and Development Anatomy,
Histology and Cell Biology, Epidemiology
and Preventative Medicine, Introduction to
Info Medicine, Physiology 1, Gross and
Development Anatomy II, Biochemistry and
Molecular Medicine, Physiology II,
Neuroscience, Pathology I, Microbiology/
Immunology, Medical Psychology and Ethics,
Pathology II, Pharmacology, Physical
Diagnosis, Introduction to Clinical Medicine,
and Getting into Residencies.
Two years (72 weeks): Family Medicine, Pediatrics, Obstetrics
and Gynecology, Behavioural Medicine, Internal Medicine,
Surgery, and electives (student’s choice).
Sciences University
Two years: Gross Anatomy, Medical Physiology,
Histology, Embryology, Biostatistics,
Biochemistry, Microbiology, Neuroanatomy,
Human Genetics, Immunology & Allergy,
Behavioral Sciences, Epidemiology & Public
Health, Nutrition, Pharmacology, General
Pathology, ENT, Respiratory Medicine, Neurology, Fluid/Electrolytes & Renal, Endocrinology,
Dermatology, Legal Medicine & Medical Ethics,
Tropical Medicine & Parasitology, Psychiatry,
Anesthesiology, Gastroenterology, Hematologym, Oncology, Orthopedics, Principles of
Clinical Medicine, Radiology, Ophthalmology,
Surgery & Orthopedic Surgery, Obstetrics &
Gynecology, Pediatrics, Systematic Pathology,
Geriatric Medicine, Child Abuse & Human
Sexuality, Infectious Diseases, Molecular
Biology, Cardiology, Physical Diagnosis, Forensic
Medicine, Urology, and Rheumatology.
Two years (56 weeks + electives): Internal Medicine, Obstetrics
& Gynecology, General Surgery, Pediatrics, Primary Care,
Family Medicine & Preventive Medicine, and Psychiatry.
Electives: Anesthesiology, Dermatology, Family Medicine,
Internal Medicine, Neurosurgery, Occupational Medicine,
Orthopedic Surgery, Pathology, Pediatric Surgery, Physical
Diagnosis/ Rehabilitation, Radiology (including radiation
safety), Thoracic Surgery, Clinical Pathology, Emergency
Medicine, Gynecology, Neurology, Obstetrics,
Ophthalmology, Otorhinolaryngology, Pediatrics, Plastic
Surgery, Preventive Medicine, Surgery, Urology, Cardiology,
and Gastroenterology.
CaRMS Report: 2010
39
Medical School
Clinical Curriculum
Two years: Patient-Doctor Relations, Principles
of Research and Evidence Based Medicine,
Histology and Cell Biology, Developmental
and Gross Anatomy, Patient-Doctor Relations
II, Neuroscience, Biochemistry and Genetics,
Physiology, Medical Spanish, Patient-Doctor
Relations III, Medical Microbiology I, Medical
Pharmacology I, Biostatistics and Epidemiology, Behavioral Sciences, Pathology I, PatientDoctor Relations IV, Medical Microbiology II,
Medical Pharmacology II, Pathology II, Clinical
Therapeutics, Introduction to Clinical Medicine, and Fundamentals of Clinical Sciences.
Two years (76 weeks): Internal Medicine, Surgery, Pediatrics,
Obstetrics & Gynecology, Family Practice, and Psychiatry.
Two years: Histology, Gross Anatomy and
Embryology, Medical & Legal Ethics, Physiology, Biochemistry, Neuroscience, Genetics,
Research in Health and Medicine, Pathology I,
Microbiology, Pharmacology, Medical Psychology, Research and Health and Medicine II,
Pathology II, Epidemiology and Biostatistics,
Physical Diagnosis & Clinical Medicine, and
Research in Health and Medicine III.
Two years (96 weeks): Medicine, Surgery, Obstetrics &
Gynecology, Family Practice, and Psychiatry.
Saint James School of
Medicine
Electives: Allergy and Immunology, Anesthesiology,
Cardiology, Oncology, Critical Care, Dermatology, Pathology,
Endocrinology, Preventive Medicine, Emergency Medicine,
Pulmonary Disease, Family Practice, Radiology, Gastroenterology, Rheumatology, Gerontology, Ophthalmology, Neurology,
Nephrology, Urology, Hematology, Infectious Disease, and
Community Health Care.
An elective in Neurology is required.
Electives: Allergy and Immunology Neurology, Cardiology
Occupational Medicine, Critical Care Medicine Oncology,
Dermatology Ophthalmology, Emergency Medicine Orthopedics, Endocrinology Psychiatry, Family Practice Pulmonology,
Gastroenterology Radiology, General Medicine Rehabilitation
Medicine, Hematology Rheumatology, Infectious Diseases
Surgical subspecialties, and Nephrology Urology.
Note: This is a partial list of possible elective rotations.
University of Sint
Eustatius
Two years: Professionalism & Patient-Doctor
Skills I, Histology and Cell Biology, Public
Health, Gross & Developmental Anatomy,
Ethics & Patient-Doctor Skills II, Neuroscience,
Biochemistry / Genetics, Physiology, Communication & Patient-Doctor Skills III, Medical
Microbiology, Medical Psychology, Pathology
I, Physical Diagnosis & Patient-Doctor Skills IV,
Medical Pharmacology, Pathology II, Introduction to Clinical Medicine, and Fundamentals
of Clinical Medicine.
Two years (72 weeks): Internal Medicine, Surgery,
Obstetrics & Gynecology, Family Practice, Psychiatry,
Pediatrics, and electives.
Medical University of
the Americas
Two years: Gross Anatomy, Histology
and Cell Biology, Informatics and
Evidence-Based Medicine, Informatics and
Evidence-Based Medicine, Biochemistry,
Human Physiology, Medical Psychology,
Medical & Legal Ethics, Microbiology and
Immunology, Neurosciences, Medical
Genetics, Epidemiology and Preventive
Medicine, Pharmacology, Pathology I,
Physical Diagnosis, Clinical Pathology II,
Medical Board Review, and Introduction to
Clinical Medicine.
Two years (72 weeks): Surgery, Internal Medicine, Pediatrics,
Psychiatry, and Obstetrics & Gynecology, and electives.
CaRMS Report: 2010
40
Medical School
Clinical Curriculum
International University
of Health Sciences
(IUHS)
Two years: Introduction to Basic Medical
Science, Respiratory and Cardiovascular
Systems, Endocrine & Reproductive Systems,
Gastrointestinal and Renal Systems, Central
and Peripheral Nervous Systems and General
Principles of Psychiatry, Hematology, Muscular
system, Dermatology, and the Febrile
Exanthem, Musculoskeletal System and Eye,
Ear, Nose and Throat, Major Infectious
Diseases, Autoimmune Diseases including
Vasculitis, and Congenital Anomalies, Review
and Examination Preparation, and Introduction
to Clinical Medicine.
Two years (80 weeks): Internal Medicine, Surgery, Obstetrics
& Gynecology, General Practice, Psychiatry, and Pediatrics.
and Health Sciences
(UMHS)
Two years: Anatomy, Histology, Cell and
Molecular Biology, Physiology, Biochemistry,
Genetics, Embryology, Pathology, Neuroscience/Neuroanatomy, Immunology and
Microbiology, Behavioural Science, Pharmacology and Therapeutics, Biostatistics and
Epidemiology, Introduction to Clinical
Medicine, and Medical Ethics.
Two years: Introduction to Clinical Medicine II, Biological
Basis of Clinical Medicine, Internal Medicine, Surgery,
Pediatrics, Obstetrics and Gynecology, Psychiatry, Family
Practice, and electives.
Spartan Health
Sciences
Two years: Gross Anatomy, Medical Physiology, Histology, Embryology, Biostatistics &
Medical Writing, Biochemistry, Microbiology,
Neuroanatomy, Human Genetics, Immunology
& Allergy, Behavioral Science, Epidemiology
and Public Health, Nutrition, Pharmacology,
General Pathology, Legal Medicine and Medical Ethics, Tropical Medicine and Parasitology,
and Systemic Pathology.
Surgical Sub-specialty, Obstetrics & Gynecology, Family
Medicine, Psychiatry, Pediatrics, Radiology, and Clinical
Pathology.
Pre-clinical: Infectious Diseases, Introduction
to Medicine, Otorhinolaryngology, Respiration, Neurology, Cardiology, Fluids/Electrolytes & Renal, Dermatology, Endocrinology,
Psychiatry, Anesthesiology, Introduction to
Medicine II, Gastroenterology, Hematology,
Oncology, Orthopedics, Principles of Clinical
Medicine, Radiology, Physical Diagnosis, Ophthalmology, Surgery & Orthopedic Surgery,
Obstetrics & Gynecology, Pediatrics, Geriatric
Medicine & Pain Management, Child/Spousal
Abuse and Human Sexuality.
Electives: Allergy and Immunology, Anesthesiology,
Cardiology, Colon and Rectal Surgery, Critical Care
Medicine, Dermatology, Emergency Medicine,
Endocrinology and Metabolism, Epidemiology, Family
Medicine, Gastroenterology, Geriatric Medicine,
Hematology, Infectious Disease, Neonatal Medicine,
Nephrology, Neurology, Nuclear Medicine, Oncology,
Ophthalmology, Orthopedics, Otolaryngology, Pathology,
Pediatric Surgery, Physical Medicine & Rehabilitation,
Plastic Surgery, Preventive Medicine, Pulmonology,
Radiology, Respirology, Rheumatology, Sports Medicine,
Thoracic Surgery, Urology, Vascular Surgery.
Must include a minimum of three (3) or a maximum of five
(5) from the following surgical electives: Anesthesiology,
Geriatric Medicine, Neurosurgery, Ophthalmology,
Otorhinolaryngology, Orthopedic Surgery, Pediatric Surgery,
Plastic Surgery, Thoracic Surgery, Vascular Surgery, Urology,
and Emergency Medicine including Trauma.
Electives: Anesthesiology, Geriatric Medicine, Orthopedic,
Surgery, Dermatology, Pathology, Emergency Medicine,
Pediatrics, Family Medicine, Forensic Medicine, Gynecology,
Internal Medicine, Neurology, Radiology, Obstetrics,
Ophthalmology, Otorhinolaryngology, Occupational
Medicine, Surgery, and Physical and Rehabilitation Medicine.
CaRMS Report: 2010
41
Medical School
Clinical Curriculum
University
Two years: Biochemistry, Genetics & Nutrition,
Microscopic Anatomy - Histology, Embryology,
Cell Biology, Doctor - Patient - Society - Medical
Ethics, Medical Law, Epidemiology, Biostatiscs,
Gross Anatomy - Anatomy and Neuroanatomy,
Physiology, Pathology - I - General Pathology,
Microbiology & Immunology, Parasitology,
Virology, Doctoring I - Behavioural Science,
Geriatrics, Public Health and Preventive
Medicine, Pathology - II - Systemic Pathology,
Pharmacology & Therapeutics, Doctoring
II - Physical Diagnosis and Clinical Medicine,
and Introduction to Clinical Medicine.
Obstetrics & Gynecology, Family Practice, Psychiatry,
Pediatrics, and electives.
University of the West
Indies
Two years: example of courses - Anatomy,
Physiology, Biochemistry, Pathology,
Pharmacology, and Community Health.
Core clerkships: Medicine, Surgery, Pediatrics, Obstetrics &
Gynecology, and Psychiatry and Public Health.
Typically, Caribbean medical schools base their curriculum off of the North American standard. Most offer two years of basic sciences at their
campus in the Caribbean, and courses usually include, but are not limited to: Anatomy, Physiology, Pathology, Pharmacology, and Ethics. The
basic sciences are then followed by two years of clinical clerkships which are taken in varying locations across the United States and Canada.
Typical core clerkships include: Medicine, Surgery, Pediatrics, OB/GYN, Psychiatry, and General Practice.
TABLE 19 ACCREDITATION BY MEDICAL SCHOOL
Medical School
Accreditation and Approvals (Domestic and International)
Caribbean Accreditation Authority for Education in Medicine and Other Health
Professions (CAAM). HP, accredited by the Government of Grenada, approved by
the New York State Education Department, recognized by the Medical Board of
California, approved by the Florida Commission on Independent Education of the
Florida Department of Education, the National Committee on Foreign Medical
Education and Accreditation, the Bahamas Medical Council, the Bermuda Medical
Council, DIKATSA (Greek Medical Licensing Authority), the Sri Lankan Medical
Council, the Thailand Medical Council, the Government of Botswana, the Government
of St. Vincent, the Medical Board of Trinidad and Tobago, the Association of
Caribbean Tertiary Institutions, Inc.
Ross University
Caribbean Accreditation Authority for Education in Medicine and Other Health
Professions (CAAM), HP, Commonwealth of Dominica, the United States Department
of Education through the National Committee on Foreign Medical Education and
Accreditation (NCFMEA), the state of New York, the state of California, the state of
New Jersey, the state of Florida, the General Medical Council of Great Britain.
Accreditation Commission on Colleges of Medicine (ACCM), the United States
Department of Education, the NVAO, the Accreditation Organization of the
Netherlands and Flanders, approved by the New York State Education Department,
recognized by the Division of Licensing of the Medical Board of California, licensed
by the Commission for Independent Education, the Florida Department of Education,
approved by the Kansas State Board of Healing Arts.
CaRMS Report: 2010
42
TABLE 19
ACCREDITATION BY MEDICAL SCHOOL
Medical School
Windsor University
Medical Council and Board of Government of St. Kitts, the Educational Commission
for Foreign Medical Students (ECFMG), the United States Medical Licensing Boards
for taking board exams in basic and clinical sciences.
American University of the Caribbean
School of Medicine
Accreditation Commission on Colleges of Medicine (ACCM), the United States
Department of Education, the Medical Board of California, the Texas Medical Board,
the New York State Board of Medicine, the Florida Department of Education's
Commission for Independent Education.
New York State accreditation
Ministry of Education of the Government of Antigua and Barbuda
Chartered and recognized by the government of Aruba
Unknown
Chartered by the Government of Belize
Accreditation Commission on Colleges of Medicine (ACCM)
Government of the Commonwealth of Dominica
Federal Government of the Netherlands.
Unknown
Department of Education of St. Christopher-Nevis
International University of Health Sciences
(IUHS)
The Government of St. Christopher and Nevis in the West Indies
University of Medicine and Health Sciences
(UMHS)
The Government of St. Christopher and Nevis in the West Indies
The Government of St. Lucia
Chartered and authorized by the Government of St Lucia, recognized by the
Educational Commission for Foreign Medical Graduates (ECFMG), and
recommended for approval with the New York State Education Department.
Unknown
Caribbean medical school accreditation is wide and varied. Because schools reside in different Caribbean countries, the accreditation
is diverse. Most medical schools are accredited by the government, while some have also attained approvals from departments of
education and specific states in the US.
CaRMS Report: 2010
43
TABLE 20 TUITION BY MEDICAL SCHOOL
Medical School
Total Basic Sciences
Tuition ($CAD)
Total Clinical Years
Tuition ($CAD)
Total Tuition
($CAD)
Average Yearly
Tuition($CAD)
$133,532
$115,397
$248,929
$62,232
Ross University
$69,326
$113,378
$182,705
$45,676
Not available
Not available
$108, 714
$27,178
Windsor University
Not available
Not available
$52,938
$13,234*
$84,870
$84,499
$169,369
$42,342
$45,117
$76,982
$122,099
$30,525*
Not available
Not available
$121,565
$30,391
All Saints University of Medicine, Aruba
Not available
Not available
$71,021
$17,755*
$35,752
$49,013
$84,764
$21,191*
$25,673
$38,192
$63,865
$15,966
$47,209
$52,779
$99,988
$24,997
All Saints University of Medicine, Dominica
$31,800
$47,708
$79,508
$19,877*
$23,339
$48,482
$71,822
$17,955
$41,374
$53,468
$94,843
$23,711
Not available
Not available
$103,409
$25,852
Not available
Not available
Not available
Not available
$38,213
$75,219
$113,432
$28,358
$26,257
$18,831
$45,087
$9,017
$35,009
$50,392
$85,401
$21,350
* School has more than one program. Average yearly tuition was calculated using four years.
Attaining a medical degree in the Caribbean is quite costly. Many schools where Canadians are found studying average between $20,000
(CAD) and $60,000 (CAD) per year. While a few schools do report lower tuition costs, this is not typical.
TABLE 21 CLERKSHIPS BY MEDICAL SCHOOL
Medical School
Clerkship Locations
Clinical and Affiliated Hospital Locations
St. George’s
University
US, UK, Canada
US: New York, New Jersey, Michigan, Connecticut, Maryland,
California, Florida.
Canada: Vancouver
Ross University
Bahamas, Commonwealth
of Dominica, US, Puerto Rico
US: California, Connecticut, Washington DC, Florida, Illinois, Louisiana,
Maryland, Massachusetts, Michigan, New Jersey, New York, Utah, Virginia,
Washington, Wisconsin.
SABA University
School of Medicine
US, Canada
US: Connecticut, New York, Illinois, Massachusetts, Maryland,
Louisiana, Georgia.
Windsor University
US
US: Chicago, Tennessee, Georgia, New Hampshire, Virginia, New York,
Ohio, Connecticut, West Virginia.
CaRMS Report: 2010
44
Medical School
Clerkship Locations
American University
of the Caribbean School
of Medicine
US, UK
US: Ohio, Louisiana, New York, Connecticut, California, Florida,
Illinois, Maryland, Michigan.
US, Puerto Rico
US: Connecticut, Washington D.C., Illinois, Los Angeles, Maryland,
Michigan, New York, Ohio.
Puerto Rico: San Juan
Sciences Antigua
US, Canada, Puerto Rico
US: Alabama, Georgia, Maryland, Montana, Los Angeles, California,
Texas, Michigan, Pennsylvania, Indiana, West Virginia, Florida, Ohio,
Virginia, Tennessee, Illinois, North Carolina, Wyoming, New Mexico,
Connecticut, Kansas, New York, Colorado, Minnesota, Missouri,
Arizona, Massachusetts.
Canada: Niagara Falls region.
Puerto Rico: Guayama, Bayamon, San Juan, Humacao.
Medicine, Aruba and
Dominica
US, Cuba, Mexico, India,
or Canada. Clerkships are
predominately in the US
Unknown
of Medicine
US, Puerto Rico
US: Georgia, Illinois, Los Angeles, Virginia, New York, Washington,
Maryland.
Puerto Rico: San Juan
Sciences University
Unknown
Unknown
US, UK
US: Colorado, Florida, Georgia, Illinois, Maryland, Massachusetts,
Michigan, New York, North Carolina, Ohio, Virginia.
UK: London, Barnsley, Stockport, Middlesex, Kent.
US and Caribbean
Unknown
Clinical sites in over
30 states in the US
Sample of US locations: Maryland, Colorado, Virginia, Arizona, Illinois,
Los Angeles, North Carolina, Ohio.
Medical University of the
Americas
US and Canada
US: Los Angeles, Virginia, Georgia, Maryland, Illinois, New York,
Utah, Connecticut.
International University of
Health Sciences (IUHS)
US, Canada, Mexico,
Australia, India
India: Andhra Pradesh, Mumbai.
University of Medicine and
Health Sciences (UMHS)
US, and Puerto Rico
US: New York, Connecticut, Illinois, Georgia, Maryland, Michigan.
Puerto Rico
US
Unknown
University
Locations in Europe, Asia,
and North America.
US: Los Angeles, Illinois, Maryland, Colorado, Georgia.
Unknown
Unknown
Caribbean medical schools generally do not offer clerkship rotations within the Caribbean. Most clerkships are outsourced to the United
States, Canada and occasionally the United Kingdom.
CaRMS Report: 2010
45
AUSTRALIA
TABLE 22 AUSTRALIAN MEDICAL SCHOOL DATA WEBSITE SOURCES
Location
Medical School
Website
Australia
University of New South Wales
http://www.med.unsw.edu.au/
Australia
Australian National University
http://cmbe.anu.edu.au/
Australia
Monash University
http://www.med.monash.edu.au/schools.html
Australia
University of Adelaide
http://health.adelaide.edu.au/school_medicine/
Australia
University of Notre Dame
www.nd.edu.au
Australia
University of Western Sydney
www.uws.edu.au
Australia
University of Western Australia
http://www.meddent.uwa.edu.au/
Australia
University of Tasmania
http://www.medicine.utas.edu.au/
Australia
http://www.uq.edu.au/study/program.html?acad_prog=2046
Australia
http://www.mdhs.unimelb.edu.au/
Australia
http://www.flinders.edu.au/medicine/
Australia
http://sydney.edu.au/medicine/
Australia
Bond University
http://www.bond.edu.au/faculties-colleges/faculty-of-health-sciences-and-medicine/index.htm
Australia
http://www.uow.edu.au/gsm/index.html
Australia
Deakin University
http://www.deakin.edu.au/hmnbs/medicine/
Australia
http://www-public.jcu.edu.au/courses/health/medicine/index.htm
Australia
University of Newcastle
http://www.newcastle.edu.au/school/medicine-public-health/
TABLE 23 NUMBER OF CSAS STUDYING MEDICINE IN AUSTRALIA
Location
Medical School
Number of
CSAs Estimated
Australia
< 10
Australia
< 10
Australia
Monash University
< 10
Australia
< 10
Australia
Unknown*
Australia
Unknown*
Australia
< 10
Australia
< 10
Australia
~ 230
Australia
~ 20
Australia
~ 70
Australia
~ 140
Australia
Bond University
< 10
Australia
< 10
Australia
Deakin University
Unknown*
Australia
< 10
Australia
Unknown*
* Unknown denotes locations where CSAs are known to study but no numbers were
provided. An overall estimate was given for the region.
Medical School
Monash University
Bond University
Deakin University
Year
University
Founded
Year
International
Program Began
1949
1946
1958
1874
1989
1989
1911
1890
1909
1853
1966
1850
1987
1951
1974
1970
1965
1951
unknown
unknown
unknown
unknown
unknown
unknown
unknown
unknown
unknown
unknown
unknown
unknown
2007
unknown
unknown
1951
Australian medical schools currently educating Canadians
were typically founded long before the boom of international
medical education.
Overall, 17 medical schools were identified in Australia educating an
estimated 550 Canadian students.
CaRMS Report: 2010
46
Medical School
Programs
Available
Admissions Fielded
Through
University of New
South Wales
Six year MBBS
School - online
application
As a minimum, undergraduate applicants will need to have a
qualification considered to be equivalent to year 12 (completion
of high school) in Australia. OSSD score of 92, International
Baccalaureate of 36 to eligible for consideration/38 minimum
for interview.
Applicants with university results: applicants that have completed
one year or more of tertiary studies at undergraduate level by
the end of 2010 will be assessed on the basis of both their high
school results and their tertiary results. These will be combined
in the ratio of 50:50. They will be required to attain an academic
rank of at least 97 to be eligible for consideration to UNSW
Medicine. Please note that there is no separate quota for
university students.
Required: UMAT and interview.
Australian National
University
Four year
MBBS
School – mail in
application or Australian
Council for Educational
Research (ACER)
Bachelor’s degree in any discipline, GPA, Graduate Australian
Medical Schools Admission Test (GAMSAT) or Medical College
Admissions Test (MCAT). A minimum overall result of 55 is
required for GAMSAT, with no less than 50 for each section or
alternatively for MCAT, a minimum of 8/8/M/8, and interview.
Monash University
Four year
MBBS and
Five year
MBBS
Victorian Tertiary
Admissions Centre,
Oztrekk, or school –
online application.
Four year MBBS: completed three-year undergraduate degree or
equivalent qualification (degree does not have to be medically or
scientifically oriented), GAMSAT or MCAT scores, and interview.
Six year MBBS: equivalent Australian Year 12. International
Baccalaureate subject prerequisites: a score of at least 5 in English SL or 4 in English HL or 6 in English B SL or 5 in English B HL,
and a score of at least 5 in chemistry SL or 4 in chemistry HL.
Both four year and six year require: gaining the required result in
one of the following tests of English language: IELTS score of 7.0
with no individual band score less than 6.5. TOEFL minimum test
score of either; in the written TOEFL, 600 with a Test of Written
English (TWE) score of at least 5.0; or in the Internet-based TOEFL,
an overall score of at least 100 with at least 24 in the written
section and no less than 20 in any other section. International
Student Admissions Test (ISAT).
Six year
School - application to
be mailed to university
or Australearn
Provincial high school diploma (i.e. OSSD formerly known as
Canadian Grade 13), International TER score of 90, and IELTS
Total 6.5.
University of Notre
Dame
Four year
ACER
GAMSAT, GPA minimum of 5.0 over three years of study,
bachelor’s degree, interview, and personal statement.
CaRMS Report: 2010
47
Medical School
Programs
Available
Admissions Fielded
Through
University of
Western Sydney
Five year
UAC International
Ontario Secondary School Diploma (Canada OSSD) - score
based on Secondary School Diploma including six University
Preparation Courses with minimum 65% average. Achieve a
scholastic performance in the final year of secondary school
equivalent to a New South Wales University Admission Index of
95 (International Baccalaureate 34) or higher.
For those who have completed a three year or longer bachelor’s
degree, the GPA in the degree must be at least 5.5 on the 7
point scale.
Have completed IELTS or equivalent examination (Academic
Module) and achieve a minimum score of 6.5 in each of the four
components, and an overall score of at least 7.0.
University of
Western Australia
Six year
School - form to be mailed to
university, or UWA overseas
representative
Minimum International Baccalaureate of 37, and ISAT.
University of
Tasmania
Five year
School - forms to be mailed
to university
Chemistry at Australian year 12 level or equivalent, mathematics
at Australian year 12 level or equivalent, Ontario Secondary
School Diploma – average 89, and ISAT score.
University of
Queensland
Four year
School - forms to be mailed
to university
Minimum bachelor’s degree, minimum GPA 0f 5.0 out 7.0 scale
or 2.8 out of 4 scale, and GAMSAT or MCAT, UMAT, ISAT.
University of
Melbourne
Four year
GMAC Online Admission System
or direct to International Admissions
at the University of Melbourne.
Bachelor's degree, second year university courses in anatomy,
physiology, and biochemistry, GAMSAT or MCAT, GPA, and
interview.
Flinders University
of South Australia
Four year
School – online application
Bachelor's degree, and GAMSAT or MCAT.
University of
Sydney
Four year
Australian Council for Educational
Research (ACER) or Australearn
Bachelor's degree, GAMSAT, and interview.
Bond University
Five year
GPA 5.0 out of 7 scale or 2.8 out of 4 scale, and GAMSAT or MCAT.
University of
Wollongong
Four year
Australearn
Bachelor’s degree, GPA 5.0/7 or 2.8/4, GAMSAT or MCAT,
portfolio, and interview.
Deakin University
Four year
IELTS score of 7.0 or undergraduate degree in English, MCAT
8/8/M/8 or GAMSAT score of 50, bachelor’s degree, and GPA 5.0/7.
James Cook
University
Six year
QTAC
A minimum score of 63% or better in the Ontario Secondary School
Diploma based on the average of the best six OSSD or OAC
subjects. Courses in mathematics and chemistry.
University of
Newcastle
Five year
Directly to school
Year 12 studies or higher education qualifications or overseas qualifications considered equivalent to Australian qualifications, and UMAT.
Medical programs in Australia are varied and range from four to six years. Four year degrees generally require a bachelor’s degree,
MCAT or GAMSAT and a certain GPA. Five and six year degrees are typically aimed at high school graduates and require a certain
overall average for admission.
CaRMS Report: 2010
48
Medical School
University of New
South Wales
Two years: MFAC1501 Foundations, MFAC1520
Society & Health, MFAC1521 Beginnings, Growth &
Devl. A, MFAC1522 Beginnings, Growth & Devl. B,
MFAC1523 Health Maintenance A, MFAC1524
Health Maintenance B, MFAC1525 Ageing & Endings A, MFAC1526 Ageing & Endings B, MFAC1527
Society & Health, MFAC1511 Phase 1 Portfolio Examination, MFAC1512 Phase 1 End-of-Phase Written
Examination, MFAC1513 Phase 1 Clinical and
Communications Skills Examination, MFAC2501
Society and Health 3, MFAC2502 Beginnings,
Growth and Devl 3, MFAC2503 Health Maintenance
3, MFAC2504 Ageing and Endings 3, MFAC2511
Phase 2 Portfolio Examination, MFAC2512 Phase 2
Integrated Clinical Examination, MFAC4501
Independent Learning Project 1, MFAC4502
Independent Learning Project 2, and MFAC4503
Independent Learning Project 3.
Two years (52 weeks): MFAC3501 Medicine, MFAC3502
Surgery, MFAC3503 Psychiatry, MFAC3504 Primary Care,
MFAC3505 Obstetrics & Gynaecology, MFAC3506
Children's Health (Paeds), MFAC3507 Elective, MFAC3508
Emergency/Selective, MFAC3509 Selective, MFAC3510
PRINT, MFAC3511 Phase 3 Portfolio Examination,
MFAC3512 Phase 3 Biomedical Sciences Viva Examination,
and MFAC3513 Phase 3 Integrated Clinical Examination.
Australian
National
University
Two years: DNA to Death, Cardiorespiratory,
Renal, Endocrine & Reproductive Health,
Cardiorespiratory, Renal, Endocrine & Reproductive
Health, Musculoskeletal, Neurosciences, Human
Disease & Society, Research Project.
Two years: General Medicine and Surgery, Integrated
Community and Child Health, Elective, Senior Medicine
and Surgery – subspecialties in Medicine and Surgery,
Psychological and Addiction Medicine, Women's Health,
and Acute Care.
Monash
University
Four year MBBS (two years): basic medical and
behavioural sciences (Anatomy, Biochemistry,
Genetics, Immunology, Microbiology, Pathology,
Pharmacology, Physiology, Psychology and
Sociology). In second year, the students will study
integrated medicine and surgery, which will be
taught together with a series of problem based
and case-based learning sessions.
Four year MBBS (two years): core clinical rotations in Women’s
and Children’s Health, General Practice and Psychological
Medicine. The final year of the course will be structured as a
series of electives where students will choose to complete
their degree by gaining wider experience in chosen disciplines
and specific areas of interest through a range of metropolitan,
rural and overseas settings.
Five year MBBS (two years): the first two years,
blocks of systems-based sub-units will be presented
with a mix of basic medical science content, patientbased presentations and discussions in small
groups. These sub-units are set in appropriate
clinical contexts, largely through the use of patientoriented learning. Topics include: Cardiovascular,
Endocrinology, Gastrointestinal, Genomics, Human
Behaviour, Human Development and Growth, Immunology and Infection, Metabolism, Molecules,
Cells and Tissues, Musculoskeletal, Neurosciences,
Nutrition, Renal, Reproduction, and Respiratory.
Five year MBBS (Three years): In third year, students will study
integrated medicine and surgery which will be taught together
with a series of problem-based and core-based learning
sessions. The fourth year will be largely taken up with the
core clinical rotations of Women’s and Children's Health and
General Practice and Psychological Medicine. The fifth year
of the course is focused on facilitating the transition of students
into the medical workplace as trainee interns and will be structured as a series of clinical rotations. Students will consolidate
and enhance their knowledge, clinical skills and professional
behaviours in five clinically orientated rotations: Aged Care,
Emergency Medicine, Medical, Surgical, and Specialty.
Three years: Scientific Basis of Medicine.
Three years: students will expand their knowledge, experience
and skills within these three streams as they undertake
placements within the teaching hospitals and in the broader
medical community.
University of
Adelaide
Clinical Curriculum
CaRMS Report: 2010
49
Medical School
Clinical Curriculum
University of
Notre Dame
Two years: Communication and Clinical Skills, basic
Clinical Sciences, Population and Preventative
Health, and Personal and Professional Development.
Two years: disciplined based clinical placements i.e. Medicine,
Surgery, Critical Care, etc.
University of
Western Sydney
Two years: Foundations of Medicine 1 & 2.
Three years: integrated clinical rotations.
University of
Western Australia
Three years: Animal and Human Biology, Physiology,
Biophysics, Clinical Chemistry, Anatomy, Elements
of Anatomy, Physiology, Biochemistry, Pathology,
Microbiology and Pharmacology.
Three years: years four to six concentrate more heavily on
the clinical aspects of medicine with hospitals and general
practices, both urban and rural. In the penultimate year,
25 per cent of students spend the year at one of the ten rural
clinical sites located throughout the state. The teaching is
structured around blocks of General Medicine, Surgery,
Obstetrics and Gynecology, Pediatrics, Psychiatry, General
Practice and Emergency Medicine. Specialty clinical areas are
also covered. In the final year this block (elective) may be taken
in an overseas centre.
University of
Tasmania
Two years: Foundations of Medicine (basic sciences,
communication skills, ethics, information literacy, and
community perspectives on health). Fundamentals
of Clinical Science.
Three years : the third year consolidates Fundamentals of
Clinical Science and lays the foundations for clinical practice as
students begin to apply their learning in the clinical setting. In
fourth year, students will rotate through areas such as Medicine, Intensive Care, Obstetrics & Gynecology, Psychiatric
Medicine, General Practice, Emergency Medicine, and Pediatrics & Child Health. The fifth year focuses on consolidating
learning in preparation for hospital practice through a series of
clinical placements, such as Medicine, Surgery & Emergency
Medicine and “buddying” with interns.
University of
Queensland
Two years: basic, clinical, biological and social
sciences, communication skills, ethics and
professional development.
Two years: clinical rotations within clinical schools.
University of
Melbourne
Two years: Foundations of Biomedical Science,
Fundamental Principles of Clinical Practice, and
Student Conference.
Two years: Fundamentals of Clinical Practice, Scholarly
Selective (research project), and Student Conference.
Flinders University
of South Australia
Two years: Clinical Performance, Knowledge of
Health and Illness, Doctor, the Profession and
Society, Doctor and Patient.
Two years: clinical rotations (Medicine, Surgery and
Anaesthesia, Pediatrics and Child Health, Obstetrics and
Gynecology, General Practice, and Psychiatry) and electives.
University of
Sydney
Unknown
Unknown
Bond University
Two years: problem-based learning cases in
subject matter: Anatomy, Biochemistry, Imaging,
Immunology, Microbiology, Pathology, Pharmacology, Physiology, Cardiovascular, Endocrine,
Gastroenterology, Hematology, Musculoskeletal,
Neurosciences, Renal, Respiratory, Sexual Health,
and Skin. Communication and History Taking Skills,
and Procedural Skills.
Two years: for most of year three and year four, students
will be located in hospital and community clinical settings.
In year four, there is also an elective term where students
can spend time at any approved hospital post in Australia
or overseas.
CaRMS Report: 2010
50
Medical School
Clinical Curriculum
University of
Wollongong
Medical Sciences (Anatomy, Physiology,
Biochemistry, Population Health or Behavioural
Science, etc.), Clinical Competencies, Personal
and Professional Development, Research and
Critical Analysis, and Case-Based Learning.
Unknown
Deakin University
Two years: lectures, classes and clinical experience.
Two years: Intensive clinical training in health services in
clinical schools. In year four, students are based at public,
private hospitals, and general practices. Program concludes
with two electives, a pre-internship hospital rotation and a
further ambulatory rotation, and an elective that can be
taken in Australia or overseas.
James Cook
University
Three years: Introduction to Integrated Medical
Studies, Integrated Human System Pathophysiology,
Independent Study, Introduction to Clinical
Healthcare, and Integrated Pathology & Clinical
Medicine.
Two years: integrated clinical practice and advanced
clinical medicine.
University of
Newcastle
Students enroll in six courses in year one, four
courses in years two, four and five, and three
courses in year three.
Clinical exposure begins in the first year and continues
throughout the program.
Although the exact content of the curriculum is based on the length of the medical program, all of the programs begin with a basic
sciences component which educates students in subjects such as Anatomy, Physiology, Biochemistry, etc. Clinical training begins with
clerkship rotations done in Australian hospitals, with the possibility of electives in North American hospitals. Core clerkships are typically
done in Medicine, Surgery and Anesthesia, Pediatrics and Child Health, Obstetrics and Gynecology, General Practice, and Psychiatry.
Medical School
Accreditation and Approvals
Monash University
Flinders University of
South Australia
Bond University
Deakin University
Australian Medical Council (AMC)
All Australian medical schools are accredited by the Australian
Medical Council (AMC).
CaRMS Report: 2010
Medical School
Total Tuition
($CAD)
Average Yearly
Tuition ($CAD)
Monash University
Bond University
Deakin University
$131,538
$193,824
$213,952*
$270,078
$110,104
$188,340
$259,908
$188,340
$218,284
$226,008
$163,104
$212,448
$331,850
$75,576
$187,556
$203,406
$168,000
$21,923
$ 48,456
$53,488
$45,013
$27,526
$37,668
$43,318
$37,668
$54,571
$56,502
$40,776
$53,112
$66,370
$18,894
$46,889
$33,901
$33,600
* School has more than one program. Total tuition was calculated using four years.
The total cost for a medical degree from Australia is typically over
$100,000 (CAD).
51
Medical School
Clerkship Locations
Australia
Australia
Monash University
Australia
Locations throughout eastern and regional Victoria.
Australia
Unknown
Australia
Unknown
Australia
Clinical teaching facilities within Canberra and in the southeast NSW region.
Students will be rotating through clinical placements across the whole of Greater
Western Sydney and also possibly rural NSW.
Australia
Unknown
Australia
Unknown
Australia
Unknown
Australia
Unknown
Australia
Various locations in South Australia or the Northern Territory.
Australia
Unknown
Bond University
Australia
Various locations in South Australia, Victoria, and Queensland.
Australia
Unknown
Deakin University
Australia
Unknown
Australia
Unknown
Australia
Unknown
Clerkship rotations in the clinical years are typically done within Australia, however many schools confirmed that taking electives in
North America is also a possibility.
IRELAND
TABLE 30 IRISH MEDICAL SCHOOL DATA WEBSITE SOURCES
Location
Medical School
Website
Ireland
Ireland
Ireland
Ireland
Ireland
Trinity College Dublin
Royal College of Surgeons Ireland (RCSI)
Ireland
National University of Ireland, Galway
http://www.medicine.tcd.ie/
http://www.ucd.ie/medicine/index.html
www.rcsi.ie
http://www.ucc.ie/en/CollegesandDepartments/MedicineandHealth/
http://www2.ul.ie/web/WWW/Faculties/Education_%26_Health_
Sciences/Departments/Graduate_Medical_School/
http://www.nuigalway.ie/medicine/
TABLE 31 NUMBER OF CSAS STUDYING MEDICINE IN IRELAND
Location
Medical School
Estimation of CSAs
Ireland
Ireland
Ireland
Ireland
Ireland
Ireland
Ireland
~ 70
~ 90
~ 200
~ 70
~ 50
National University of Ireland, Galway
~ 20
Additional Admissions in Sept 2010
~ 150
Ireland has six medical schools, all of which offer medical education to international students. It is estimated that upwards of
650 Canadians are currently studying medicine in Ireland.
CaRMS Report: 2010
52
Medical School
Ireland National University of Ireland, Galway
1592
1854
1784
1845
1989
1845
1953
1945/2008
1978/2006
1953/2008
2007
1953
With the exception of one medical school, all schools in Ireland have been offering medical education to international students
for over 30 years.
Medical School
Programs Available
Admissions Fielded Through
Five year
Atlantic Bridge Program
Overall average 85%, minimum 80% or better on
a minimum of six subjects over years 11 and 12,
high school transcript, must have courses in
English, math, and a second language.
Four year and six year
Four year: honors bachelor's degree, and GAMSAT.
Six year: high school diploma.
Ireland (RCSI)
Four, five and six year
Four Year: bachelor’s degree, and MCAT or
GAMSAT.
Six year: high school transcript, 85% overall
average, must have courses in biology, chemistry,
physics, and math.
Four year and five year
Unknown
Four year
Bachelor’s degree, MCAT, and interview.
National University of
Ireland, Galway
Five year and six year
General matriculation requirements of the
university, English language requirements and
health certificate.
The majority of medical schools in Ireland offer direct entry to medical school out of high school, as well as graduate entry. Standard
admission requirements are an 85% overall average and a high school transcript, or a bachelor’s degree and MCAT or GAMSAT scores.
All North American applications are fielded through the Atlantic Bridge Program.
CaRMS Report: 2010
53
Medical School
Clinical Curriculum
Trinity College
Dublin
Three years: Human Development and Behavioural Science, Evolution and
Life, Human Form and Function, Molecular Medicine, Neuroscience,
Aetiology, Mechanisms and Treatment of Disease I/II, Clinical Skills,
Pharmacology and therapeutics, Evidence-Based Medicine, Clinical
Medicine and Clinical Surgery.
Two years: rotations in Medicine,
Surgery, Pediatrics, Psychiatry,
Obstetrics and Gynecology,
Community Health, General
Practice and Ophthalmology/E.N.T.
University College
Dublin
Two years: Physics, Chemistry, Cell Biology, Genetics, Anatomy, Physiology
and Biochemistry of Healthy Cells, Tissues and Organ Systems, Patient
Care in Community and Hospital Settings, Pathology, Microbiology and
Pharmacology, and Diseased Organ Systems.
Surgery, Obstetrics and Gynecology, Pediatrics and Psychiatry, and
General Practice and Community
Medicine.
Royal College of
Surgeons Ireland
(RCSI)
Two years: Neuromuscular System, Haemapoietic & Immune Systems,
Molecular Medicine, Health Behaviour & Society 1/2, Nutrition & Energy,
Genitourinary System, Clinical Competencies 1/2, Cardiovascular &
Respiratory Systems, Endocrine System, Neuroscience, Evidence Based
Health, Biology & Epidemiology of Disease, Cardiorespiratory Systems,
Gastrointestinal & Hepatology Systems, Renal, Endocrine, Genitourinary
& Breast Systems, Central Nervous and Locomotor Systems, and
Haematolymphoid Systems & Tropical Medicine
Two years: rotations in Medicine
and Surgery, Medicine and Surgery
of Childhood, Obstetrics, Neonatal
medicine, Psychiatry, Family
Practice, Ophthalmology, and
Oto-rhino-laryngology.
University
College Cork
Two/three years: Introductory Human Biology, Cardiovascular,
Haematological and Respiratory Biology, Gastrointestinal, Nutritional and
Metabolic Biology, Clinical Science and Practice I/II/III, Person, Culture
and Society I/II/III, Neuroscience, Bone Metabolism, Renal Mechanisms
of Homeostasis and Associated Anatomy, Medical Pharmacology,
Mechanisms of Disease, Epidemiology and Public Health Medicine,
General Practice, The Making of the Modern World: Developments in
Art from the Renaissance to the 20th Century, Medicine (Ophthalmology),
Psychiatry, and Surgery (Otorhinolaryngology).
Surgery, Obstetrics and
Gynecology, and Pediatrics.
University of
Limerick
Two years: Musculoskeletal System, Rheumatology, Orthopedics, Trauma,
Plastic Surgery, Skin & Dermatology Reproduction & Development, Child
Health (Pediatrics), Obstetrics & Gynecology, Sexual Health, Ageing &
Death, Alimentary System, Gastroenterology, Endocrinology, Renal
Medicine, Urology, Nutrition, Immunology, Infection, Hematology,
Oncology Preventative Medicine, Genito-Urinary Medicine, Cardiology/
Cardiovascular Surgery, Respiratory Medicine, ENT, Nervous System, Neurology/Neurosurgery, Vision & Ophthalmology, Psychiatry, and Psychology.
Two years: rotations in
General Practice/Primary Care,
Obstetrics/Gynecology,
Pediatrics, Psychiatry, Medicine &
Related Specialties, and Surgery
& Related Specialties.
National
University of
Ireland, Galway
Human Biology, Anatomy, Physiology, Biochemistry, Pharmacology) and
cognitive sciences (Psychology, Behavioural Sciences, Medical Informatics,
Ethics, and Health Promotion).
Medicine, Surgery, Obstetrics and
Gynecology, Pediatrics, Psychiatry,
Radiology, General Practice, the
Subspecialties, the Clinical
Laboratory Departments and the
Specialist Diagnostic Units.
Irish medical schools also divide studies into basic sciences and clinicals. Both stages of the curriculum are taught in Ireland.
CaRMS Report: 2010
54
Medical School
Accreditation and Approvals
(Domestic and International)
Medical School
Total Tuition
($CAD)
Average Yearly
Tuition ($CAD)
Ireland (RCSI)
Ireland, Galway
Irish Medical Council
Ireland (RCSI)
Ireland, Galway
$209,045
$189,356*
$252,204*
$41,809
$ 47,339
$63,051
$211,476*
$207,700
$209,045**
$52,869
$51,925
$41,809
All Irish medical schools are accredited by the Irish
Medical Council.
** School has more than one program. Total tuition was calculated using five years.
The average cost to attend an Irish medical school ranges from
approximately $40,000 (CAD) dollars to $60,000 (CAD) per
year, making Ireland one of the more expensive places to study
medicine internationally.
Medical School
Clerkship Locations
Trinity College
Dublin
Ireland
St. James Hospital, Adelaide and Health Hospital-incorporating the National Children’s
Hospital, Tallaght (Dublin, Ireland).
University
College Dublin
Ireland, US,
Malaysia
US: University of Pennsylvania, University of Kansas, University of California,
San Diego, Emory University and Washington University, St Louis.
Malaysia: Penang Medical College in Malaysia.
Ireland: Mater Misericordiae University Hospital, St. Vincent's University Hospital, the
National Maternity Hospital, the Coombe Women's Hospital, Our Lady's Hopsital for
sick Children and the Children's University Hospital at Temple Street (Dublin, Ireland),
Midlands Regional Hospital (Portlaoise, County Laois, Ireland / Tullamore, County Offaly,
Ireland), Wexford General Hospital (Wexford Town, Wexford, Co Wexford, Ireland),
St. Colmcille's Hospital (Loughlinstown), National Rehabilitation Hospital (Dún
Laoghaire), Mount Carmel (Dublin).
Royal College of
Surgeons Ireland
(RCSI)
Ireland
Beaumont Hospital, The James Connolly Memorial Hospital, Routunda Hospital,
National Maternity Hospital, Coombe Women's Hospital, Our Lady's Hospital Crumlin,
Children's Hospital Temple Street, St. Brendan's Hospital (Dublin), Our Lady Lourdes
Hospital (Co. Louth).
University
College Cork
Ireland
Bon Secours Hospital, Cork University Hospital, Cork University Maternity Hospital,
Mercy University Hospital, South Infirmary - Victoria University Hospital, St. Finbarr's
Hospital, St. Mary's Orthopaedic Hospital, St. Patrick's/Marymount (Cork), Mid-Western
Regional Hospital, St. John's Hospital, St. Munchin’s Regional Maternity Hospital
(Limerick), Mallow General Hospital (Mallow, Co. Cork), St. Stephen's Hospital
(Sarsfieldscourt, Cork), Kerry General Hospital (Tralee, Co. Kerry), South Tipperary
General Hospital (Clonmel, Co. Tipperary).
CaRMS Report: 2010
55
Medical School
Clerkship Locations
University of
Limerick
Ireland
Midlands Regional Hospital (Mullingar), Midlands Regional Hopsital (Tullamore), MidWestern Maternity Hospital (Limerick Mullingar), Mid-Western Orthopaedic Hospital
(Croom), Mid-Western Regional Hospital, St John’s Hospital (Limerick), Mid-Western
Regional Hospital (Ennis, Co Clare), Mid-Western Regional Hospital (Nenagh, Co Tipperary),
St Luke’s Hospital (Kilkenny), South Tipperary General Hospital (Clonmel).
National
University of
Ireland, Galway
Ireland
University College Hospital, Merlin Park Regional Hospital (Galway), Altnagelvin Hospital
(LondonDerry), Letterkenny General Hospital (Letterkenny), Mayo General Hospital (Castlebar), Portiuncula Hospital (Ballinasloe), Roscommon County Hospital (Roscommon), Silgo
General Hospital (Silgo), St. Mary’s Hospital (Castlebar), St. Brigid’s Hospital (Ballinasloe).
While the majority of clinical training is done within Ireland, some Irish medical schools have official affiliations with hospitals located in
North America and Malaysia.
POLAND
TABLE 38 POLISH MEDICAL SCHOOL DATA WEBSITE SOURCES
Location
Medical School
Website
Poland
Poland
Poland
Poland
Poland
Poland
Poland
Poland
Poland
Poland
Medical University of Silesia
Poznan University of Medical Sciences
Medical University of Bialystok
Medical University of Lodz
Pomeranian Medical University
Wroclaw Medical University
Medical University of Lublin
Medical University of Gdańsk
www.slam.katowice.pl
www.medschool.cm-uj.krakow.pl
http://ump.edu.pl/eng/
http://ed.umb.edu.pl
www.umed.lodz.pl/eng/
www.pum.edu.pl
www.wum.edu.pl/english/
http://www.am.wroc.pl/en/content/view/19/20/
http://www.umlub.pl/departments_and_courses_id_3927.html
www.mug.edu.pl
TABLE 39 NUMBER OF CSAS STUDYING MEDICINE IN POLAND
Location
Medical School
Estimation of CSAs
Poland
Poland
Poland
Poland
Poland
Poland
Poland
Poland
Poland
Poland
~ 30
~ 90
~ 90
Unknown*
Unknown*
Unknown*
Unknown*
Unknown*
Unknown*
Medical University of Gdańsk
Unknown*
* Unknown denotes locations where CSAs are known to study but no numbers were provided. An overall estimate was given for the region.
A total of 10 medical schools were identified providing medical education to Canadians within Poland. It is estimated that up to
300 Canadians are currently studying medicine in Poland.
CaRMS Report: 2010
56
Medical School
1948
1364
1950
1950
1945
1948
1816
1945
1950
1996
1994
1992
2004
2003
1996
1993
2003
2001
The Polish medical schools providing medical education to Canadian students have an established history of providing medical
education in English to international students, with the newest program beginning in 2004.
Medical School
Programs
Available
Admissions Fielded
Through
Medical University
of Silesia
Four year
and six year
Hope Medical
Institute
Four year: bachelor’s degree
Six year: high school diploma
All admission criteria are handled by HMI.
Jagiellonian University
Four year and
six year
University
Four year: bachelor’s degree, MCAT or GAMSAT, Medical College
general or organic chemistry, biology, physics, calculus, humanities
or social sciences, and telephone/personal interview.
Six year: high school transcript must have courses in biology,
chemistry, physics, math, admission based on entrance exam.
Poznan University of
Medical Sciences
Four year and
six year
University
Four year: bachelor’s degree, MCAT, courses in chemistry, biology,
physics, English, and entrance interview.
Six year: high school diploma, courses in physics, chemistry, biology,
mathematics and English, and entrance interview.
Medical University
Bialystok
Four year and
six year
Hope Medical
Institute
Four year: official college transcript, high school of transcript, college
level courses in chemistry, biology, and physics.
Six year: high school transcript, high school level courses in physics,
chemistry, biology and English.
Medical University
of Lodz
Six year
University
Unknown
Pomeranian Medical
University
Six year
Hope Medical
Institute
Unknown
Medical University
of Warsaw
Four year and
six year
University
Four year: bachelor’s degree, 1200 hours of pre-med courses in
chemistry, organic chemistry, biology, physics, calculus, biochemistry,
genetics, or anatomy.
Six year: High school diploma and transcripts, good grades in
chemistry, biology and physics.
CaRMS Report: 2010
57
Medical School
Programs
Available
Admissions Fielded
Through
Wroclaw Medical
University
Six year
Wroclaw University
International
Recruitment
Program
High school diploma, transcipt, high level grades in English, physics,
chemistry, and biology.
Medical University
of Lublin
Six year
advanced and
six year regular
Hope Medical
Institute
Six year advanced: bachelor of Science with the following courses:
general chemistry, organic chemistry, general biology, general
physics, and math/calculus. In exceptionally rare instances the
university may consider for admission a well qualified applicant who
completed three years of post-secondary education towards
bachelor’s degree (minimum of 90 credit hours of studies).
Six year regular: high school transcript and diploma are required.
All Polish medical schools offer a six year program with direct entry from high school, however some also offer graduate entry
four year programs. Some admissions are handled by recruitment agencies while some of the universities handle the admissions
themselves. At minimum, a high school diploma is required, while a bachelor’s degree will allow for graduate entry in schools which
offer four year programs.
Medical School
Clinical Curriculum – includes Core Clinicals and Electives
Medical University
of Silesia
Gross Anatomy I/II, Histology I/II, Biophysics, First Aid,
Environmental Health, Polish I/II, Immunology,
Biochemistry, Genetics I/II, and Physiology.
Psychiatry, Internal Medicine, Family Practice,
Pediatrics, Surgery, Anesthesiology, Ophthalmology,
Dermatology, Infectious Diseases, Rehabilitation,
Emergency Medicine, Neurology, Neurosurgery, and
Forensic Medicine.
Jagiellonian
University Medical
College
Anatomy, Clinical Anatomy, Histology I/II, Biochemistry,
Medical Embryology, Physiology, Radiology, Neurosciences, Medical Genetics, Immunology, Medical
Ethics, Intro to Clinical Sciences, Cell Biology, Medical
Polish, Behavioral Sciences, Pathomorphology,
Pathophysiology, Pharmacology, and Intro to Surgery.
OB/GYN, Internal Medicine, Anesthesiology and
Intensive Care, Surgery, Pediatrics, Neurology and
Neurosurgery, Psychiatry, Family Medicine, Clinical
Immunology, Emergency Medicine, Rehabilitation,
Oncology, Ophthalmology, Otorhinolaryngology,
Dermatology and Venereology, and Forensic Medicine.
Poznan
University of
Medical Sciences
Gross Anatomy, Histology and Cell Biology, Biochemistry,
Human Physiology, Biophysics, Neuroscience, Microbiology, Embryology, Law and Ethics, Medical Sociology,
Pathology, Polish, Pathophysiology, Pharmacology,
Public Health and Epidemiology, Immunology, Biostatistics, Behavioral Science, First Aid, Clinical Diagnosis, and
Internal Medicine.
Pediatrics, OB/GYN, Surgery, Internal Medicine,
Psychiatry, Laboratory Medicine, Family Medicine,
Internal Medicine in Primary Care, Geriatrics, Medical
Polish, Infectious Diseases, Neurology, Radiology,
Forensic Medicine, Oncology, Palliative Care, Tropical
Diseases, Laryngology, Ophthalmology, Orthopedics,
Dermatology, Anesthesiology and Resuscitation.
Medical University
of Bialystok
Histology, Biophysics, First Aid/Nursing, Anatomy,
Medical Polish, Physical Education, History of Medicine,
Medical Psychology, Biochemistry, Sociology, Physiology, Intro to Internal Medicine, Disaster Medicine,
Pathomorphology, Pathophysiology, Immunology,
Pharmacology, Microbiology, Molecular Medicine,
Hygiene and Epidemiology, Intro to Pediatrics,
Neurology, Clinical Genetics, Emergency Medicine,
Surgery, Radiology, Intro to Dentistry, and Toxicology.
Internal Medicine, OB/GYN, Nuclear Medicine,
General Surgery, Pediatrics, Pediatric Surgery,
Gerontology, Oncology, Family Medicine,
Orthopedics, and Ophthalmology.
CaRMS Report: 2010
58
Medical School
Medical University
of Lodz
Normal Anatomy, Chemistry, Biology, Bioorganic
Chemistry, Biophysics, Physiology Pathomorphology,
Pharmacology, Pathophysiology, Microbiology,
Immunology, and Medical Psychology.
Internal Medicine, Pediatrics, Surgery, Neurology,
Dermatology and Venerology, Endocrinology, and
Infectious Diseases.
Pomeranian
Medical University
Medical Biology, Medical Chemistry, Propedeutics of Medicine, Anatomy, First Aid with Elements of Nursing , Latin
with Medical Terminology, Physical Education, Biophysics,
Histology & Cytophysiology with Embryology, Computer
Science and Medical Statistics, Sociology, Physiology,
Biochemistry, History of Medicine, Psychology, Immunology, Medical Microbiology, Pathophysiology, Epidemiology, Pediatrics, Laboratory Diagnostics, Pharmacology,
Parasitology, Oncology, Radiology, and Clinical Genetics.
Internal Medicine, OB/GYN, Neurology, General
Surgery, Pediatrics, Pediatric Surgery, Gerontology,
Oncology, Family Medicine, Orthopedics, and
Ophthalmology.
Medical University
of Warsaw
Anatomy, Biophysics, Physiology, Parasitology,
Biochemistry, Histology, Embryology, Cytophysiology,
Medical Biology, Medical Ethics, Behavioral Sciences,
Immunology, Polish Language, Latin Language,
Sport Training, Library Training, Pharmacology,
Pathophysiology, Pathomorphology, Microbiology
and Virusology, Neurobiology, Imaging Diagnostics,
Pediatrics Radiology, Laboratory Diagnostics, Hygiene
and Epidemiology, Surgery, Internal Medicine, and
Medical Psychology.
Diabetology, Internal medicine, Cardiology, Pulmunology, Gastroenterology, Surgery, Oncological Surgery,
Thoracic Surgery, Vascular Surgery, Urology, Orthopedics and Traumatology, Obstetrics and Gynecology,
Pediatrics, Nuclear Medicine, Endocrinology, Infectious
Diseases, Nephrology, Rheumatology, Hematology,
Oncology, Dermatology and Venerology, Anesthesiology and Intensive Care, Emergency Care, Family
Medicine, Clinical Pharmacology, Forensic Medicine,
Transplantology, Otolaryngology, Clinical Immunology,
Ophthalmology, Pediatrics, Neurology, Psychiatry
(including Child Psychiatry), and Clinical Genetics
Wroclaw Medical
University
Medical Chemistry (Inorganic And Organic), Biophysics,
Biology, Anatomy, Histology, Embryology, Genetics,
Immunology, Cytophysiology, Biochemistry, Computing
Techniques, Physiology, Latin, Physical Education, First
Aid and Resuscitation, and Polish.
Pathology, Pathophysiology, Pharmacology, Microbiology , Internal Medicine, General Surgery, Pediatrics,
Gynecology And Obstetrics, Neurology, Dermatology,
Psychiatry, Ophthalmology, Radiology, Otorhinolaryngology, Urology, Pulmonology, Rheumatology, Forensic Medicine, Public Health Medicine, Anesthesiology,
Medical Ethics, and Psychology.
Medical University
of Lublin
Introduction to Biophysics, General Chemistry, General
and Analytical Chemistry, Epidemiology, Public Health,
Sources of Literature, Informatics, Introduction to
Medicine, Medical Sociology, Medical Terminology, Latin,
Polish, General Biology, Human Biology with Physiology,
Molecular Biology, Organic Chemistry, Biophysics,
Biostatistics, Introduction to Philosophy, Parasitology,
Hygiene & Nutrition, Ethics, Medical Psychology,
Introduction to Clinical Procedures, Human Anatomy,
Biochemistry, Physiology, Histology, Embryology, First Aid,
Microbiology/ Virology, Pathomorphology, Pathophysiology, Pharmacology, Genetics, Immunology, Clinical
Biochemistry, Neuroanatomy, Neuropharmacology,
Physical Diagnosis, and Introduction to Psychiatry.
Surgery, Obstetrics/Gynecology, Pediatrics,
Pediatric Family Medicine, Internal Medicine,
Psychiatry, Neurology, Radiology, Nuclear
Medicine, Infectious Diseases, Anesthesiology/
Intensive Care, Dermatology, Otolaryngology,
Oncology, Ophthalmology, Orthopedics/
Rehabilitation, Family Medicine, Emergency
Medicine, Forensic Medicine, and Propedeutics
of Dentistry.
The Polish medical curriculum is split into two sections: basic sciences and clinical rotations. The basic science curriculum includes
standard courses such as anatomy and physiology; however it also includes Polish language classes. The clinical rotations are done in
Poland, with the option of North American electives. During clinical rotations students are assisted by a Polish translator.
CaRMS Report: 2010
59
Medical School
ACPUMS & The Polish State Accreditation Committee
ACPUMS & The Polish State Accreditation Committee, US Department of Education and
Medical Board of California
ACPUMS & The Polish State Accreditation Committee, The Medical Board of California
All Polish medical schools are accredited by two separate accrediting bodies; some of the medical schools have additionally
sought approval from US departments of education and individual state medical boards.
Medical School
Total Tuition ($CAD)
$61,500*
$63,120*
$51,644*
$51,252*
$89,016
Unknown
$61,480*
$73,500
Unknown
$15,375
$15,780
$12,911
$12,813
$14,836
Unknown
$15,370
$12,250
Unknown
The cost of medical education for international students in Poland is substantially less than other international locations; in some
cases the entire education in Poland equals one year’s tuition in some of the more expensive countries.
Medical School
Clerkship Locations
Poland, US - About 60% all clerkships done in
US/Canada, 40% done in Poland with help of translator
Poland, US
Poland, US, Canada
Poland
Poland
Poland
Poland
Poland
Poland
US: New York, Illinois, LA.
Canada: Saskatchewan
US: New York, LA, California, San Diego.
Unknown
Unknown
Seven teaching hospitals in Poland.
Unknown
Five affiliated teaching hospitals in
Warsaw and 16 affiliated hospitals.
Unknown
Unknown
While a portion of all clerkships are done in Poland, students also have the opportunity to do rotations in US hospitals.
CaRMS Report: 2010
60
UNITED KINGDOM (UK)
TABLE 46 UK MEDICAL SCHOOL DATA WEBSITE SOURCES
Medical School
Website
Barts and The London School of Medicine and Dentistry
University of Leicester
University of Cambridge
University of Edinburgh
University of Aberdeen
Warwick Medical School
University of Leeds
University of Birmingham
Imperial College London
University of Glasgow
www.smd.qmul.ac.uk
http://www.le.ac.uk/sm/le/
http://www.medschl.cam.ac.uk/
http://www.ed.ac.uk/schools-departments/medicine-vet-medicine
http://www.abdn.ac.uk/ims/
www2.warwick.ac.uk/fac/med/
http://www.leeds.ac.uk/info/20029/faculties/191/faculty_of_medicine_and_health
http://www.nottingham.ac.uk/mhs/index.aspx
http://www.medicine.bham.ac.uk/
http://www1.imperial.ac.uk/medicine/
http://www.medicine.manchester.ac.uk/
http://www.gla.ac.uk/schools/medicine/
Number of CSAs studying medicine in the UK
The number of CSAs studying in the UK are unknown; no schools participated directly in this study and therefore were not
included in the estimated number of Canadians currently studying medicine abroad.
Medical School
University of Leeds
1785
1921
1209
1583/1726
1495/1497
2000
1904
1948
1900
1907
2004
1451
Unknown
Unknown
Unknown
Unknown
Unknown
Unknown
Unknown
>100 Yrs
Unknown
Unknown
Unknown
Unknown
Unknown
Unknown
Information was not available on when medical schools in the UK began accepting international students.
CaRMS Report: 2010
61
Medical School
Programs
Available
Admissions Fielded
Through
Barts and The London
School of Medicine
and Dentistry
Five year and
four year
UCAS
Degrees in any discipline are acceptable for five year program.
Candidates must have at least an upper second class honours
degree at 2:1. Candidates must be able to demonstrate that they
have reached a satisfactory standard in chemistry and biology, at least
equivalent to AS-level; or applicants must have achieved grades of
BB in AS/A-level chemistry and biology before starting their degree;
or applicants must be completing AS/A levels in chemistry and biology
and achieve BB grades at the time of application.
Five year
UCAS
International Baccalaureate: Pass Diploma with 36 points including
chemistry and biology at higher level. Grade six required in all subjects.
Other national and international qualifications welcomed. Mature
students welcomed: alternative qualifications considered.
University of
Cambridge
Five year
UCAS
Passes in three of the following: biology/human biology, chemistry,
physics, or mathematics. One of the subjects must be chemistry and at
least one pass must be at A level.
Five year
UCAS
Unknown
Five year
UCAS, the associate
dean, along with a
team of members
of staff, is responsible for managing the
whole of the annual
admissions cycle.
UKCAT
Check with medical admissions office if in doubt about suitability of a
subject. A typical offer will be conditional upon achieving the minimum
requirements for GCE* / SQA / IB / EB applicants or a minimum of the
predicted grades. There may be an English requirement.
Four year
UCAS
UCAS, UK Clinical Aptitude Test(UKCAT)
University of Leeds
Five year
UCAS
A Level qualification or equivalent. Minimum requirements are: 6.0
overall on IELTS, with at least 5.5 in listening and reading, and at least
5 in speaking and writing; 220 on computer-based TOEFL (550 on the
paper-based version), with 4.0 on the essay rating (4.0 on the Test of
Written English associated with the paper-based version); 83 on TOEFL
iBT (internet-based), with minimum scores of 18 in listening, 20 in
reading, 20 in speaking and 21 in writing.
University of
Nottingham
Four year and
five year
UCAS
Four year: bachelor's degree.
Five year: UKAT, Advanced Diploma, International Baccalaureate 36.
University of
Birmingham
Five year
UCAS
Five year: International Baccalaureate Diploma: minimum 36 points
including HL chemistry and HL biology.
Imperial College
London
Four year and
six year
UCAS
Four year: honours degree or a PhD in a biological subject,
and UKCAT.
Six year: International Baccalaureate 38 points in total with a minimum
of six points in each of chemistry and biology, and Biomedical
Admissions Test (BMAT).
CaRMS Report: 2010
62
Medical School
Programs
Available
Admissions Fielded
Through
University of
Manchester
Five year and
six year
UCAS
Five year: International Baccalaureate 37 points, Higher level in
chemistry plus one from either biology, physics or math, plus one
further subject.
Six year: International Baccalaureate 33 points required overall,
Higher Level 665, and Standard Level 655.
Four year and
five year
UCAS - There are
only 18 places for
candidates from
non-EU countries
Four year: bachelor's degree.
Five year: UKAT, Advanced Diploma, and International
Baccalaureate 36.
There are a wide range of medical programs available in the UK; all admissions are fielded by a central admissions service: UCAS.
Medical School
Clinical Curriculum
Barts and The
London School of
Medicine and
Dentistry
Fundamentals of Medicine, Systems in Health,
Cardiorespiratory, Metabolism, Locomotor
(Musculoskeletal), Brain and Behaviour (neuroscience,
psychology, psychiatry), Human Development
(embryology, reproductive medicine, child health), and
Systems in Disease.
Integrated Clinical Studies, Systems (specialties),
Preparation for Clinical Practice.
University of
Leicester
Laying the Foundations, Clinical Skills, Medical Sciences,
Social and Behavioural Medicine, Learning How to
Learn, Learning to Integrate, and Rational Practice.
Developing Your Skills, The Learning Environment,
Elective, Preparing for Postgraduate Training, and
Testing Your Skills: Assessment.
University of
Cambridge
Three years: Functional Architecture of the Body Physiological Systems; Molecules in Medical Science, Preparing
for Patients, Biology of Disease, The Mechanisms of Drug
Action, Neurobiology and Human Behaviour Human
Reproduction, Biological and Biomedical Sciences including Pathology, Physiology, Zoology, History and Ethics of
Medicine, to subjects unrelated to medicine such as
anthropology, management studies or philosophy.
Three years:
Stage 1 – Clinical Method
Stage 2 – The Life Course
Stage 3 – Preparation for Practice
University of
Edinburgh
Two years: Principles of Practice (Anatomy, Physiology,
Pharmacology, Pathology and Microbiology of a
System, along with relevant social and ethical aspects
of clinical practice).
Three years: Process of Care
Further clinical experiences develop skills in
diagnosis and management, building on the
foundation for Principles for Practice but
biomedical and clinical sciences are also revisited
and developed. Students undertake an eight-week
elective in year five. Most split this into two four
week blocks.
CaRMS Report: 2010
63
Medical School
Clinical Curriculum
University of
Aberdeen
Two years: Science for Medicine (The Principles and
Vocabulary of Biochemistry, Physiology, Anatomy, Genetics
and other Biomedical Sciences). Integrated teaching of
body systems (Systems II) that began with the Respiratory
and Cardiovascular Systems in year one, Systems Teaching
in Relation to Disease, and Medical Humanities.
Three years: Clinical Effectiveness, an apprenticeship year in which the student is a junior member
of the healthcare team and develops the generic,
professional skills required in the delivery of healthcare by the multi-professional team. There are four
eight-week blocks which run simultaneously
through the year: Medicine, Surgery, Community
Health (Psychiatry or General Practice), Clinical
Elective, and Professional Practice Block.
Following the four eight-week blocks described
above, this phase is completed before the final
exams with a Professional Practice Block. The eight
key themes are:
Core Knowledge and Skills (with emphasis on nontechnical skills); Clinical Ethics and Law; End of Life;
Prescribing; Handover and Communication; Dealing
with Stress and Conflict; Professional Development
(including careers), and WHO Patient Safety.
Warwick Medical
School
One and a half years: Attending lectures with your fellow
students, work in small learning groups, guided, as
appropriate, by clinicians or members of Warwick's
academic staff. These groups contain students of different
ages, background and experience, and this method of
working enables everyone to bring their own skills and
knowledge to the group so that students also learn from
one another.
Two and a half years: clinical attachments in acute
hospital settings in Coventry, Nuneaton, Redditch,
Rugby and Warwick. Experiences are also provided
in primary and community care placements ranging
from GP practices to outreach projects in the Coventry,
Rugby, Leamington, Warwick and Alcester areas.
Elective: students devise and undertake a medical
project in a setting of their choice. The elective can
be anywhere in the world, subject to suitable
arrangements.
Personal Development Plan: Throughout their time
at Warwick Medical School, students will be asked
to keep a Personal Development Plan (PDP). This is
an opportunity for self-reflection - to think not only
about being a doctor, but about how they fit into
the general healthcare system.
University of
Leeds
Three years: preparing for clinical practice.
Two years: Clinical Practice in Context, Becoming
a Doctor (communication with patients and other
professionals, medicine in the community, ethics
and law, information technology handling and
management.
CaRMS Report: 2010
64
Medical School
Clinical Curriculum
University of
Nottingham
Structure, Function and Pharmacology of Excitable
Tissues, Molecular Basis of Medicine, Public Health
Epidemiology, Behavioural Sciences, Human
Development and Tissue Differentiation, Early Clinical
and Professional Development, Clinical Communication Skills, Clinical Laboratory Sciences, Cardiovascular
and Respiratory Systems, Hematology, Renal and
Endocrine Systems, Human Development Structure
and Function, Alimentary System and Nutrition,
General and Biochemical Pharmacology, Functional
and Behavioural Neuroscience, Using Epidemiology
in Practice, up to two optional modules Research
Methods, Honours Year Project, Infection, plus two
taught modules.
Clinical Practice (Medicine and Surgery), Community
Follow-up, and Therapeutics Obstetrics and Gynecology, Child Health, Healthcare of the Elderly,
Psychiatry, Ophthalmology, Otorhinolaryngology
('Ear, nose and throat'), Dermatology, Special Study
Module Medicine, Surgery, Musculoskeletal Disorders and Disability, Primary Care (General Practice),
and Critical Illness and Critical Assistantship.
University of
Birmingham
This involves case based learning following a structure
similar to that used in the long established Maastricht
problem-based learning course. Students will work on
the cases as part of a group of about eight students
with a tutor for each group. Each student will cover all
aspects of the cases. The problems are grouped into
four to six-week themed blocks covering basic science, Anatomy (including Prosection), Ethics, Medicine in Society, and Behavioural Science with all these
aspects integrated into each of the cases studied.
Over the year students will be working with different
groups of students and with different tutors to prepare
them for the way group working operates within the
health service.
Unknown
Imperial College
London
Cellular and Molecular Science, Regional and Systems
Anatomy, Systematic Physiology, Pharmacology and
General Pathology, Introduction to Clinical Practice:
Medical and Surgical Takes (receiving unselected
emergency admissions), GP Teaching (basic clinical
skills/methods in general practice), Patient Clerking,
Consultant Teaching, and other teaching (outpatient
clinic teaching, theatre sessions, endoscopy sessions,
and anaesthetic sessions).
Obstetrics and Gynecology, Pediatrics, Psychiatry,
Oncology, General Practice and Primary Health Care,
Radiology, Infectious Diseases/GUM/HIV, Dermatology,
Rheumatology, Orthopedics, Critical Care, Teaching
Skills Emergency Medicine, General Practice Student
Assistantship, Cardiology, Neurology, Ears, Nose and
Throat, Ophthalmology and, Renal Medicine.
University of
Manchester
Unknown
Unknown
University of
Glasgow
Unknown
Unknown
The UK also separates its curriculum by basic sciences and clinical rotations, however many of the medical schools use
problem-based learning (PBL) in the basic science years.
CaRMS Report: 2010
65
Medical School
University of Leeds
The General Medical Council, UK
All of the medical schools in the UK are accredited by the General Medical Council, UK.
TABLE 51 AVERAGE TUITION BY MEDICAL SCHOOL
Medical School
University of Leeds
$139,328*
$158,725
$253,560
$216,590
$146,940
$143,996
$115,275
$125,908*
$138,158
$257,380*
$174,380**
$138,716*
$34,832
$31,745
$42,260
$43,318
$29,388
$35,999
$23,055
$31,477
$27,630
$64,345
$34,876
$34,679
** School has more than one program. Total tuition was calculated using five years.
Tuition costs in the UK are similar to those found in Ireland; they range from $23,000 (CAD) per year to
upwards of $43,000 (CAD) per year.
CaRMS Report: 2010
66
Medical School
Clerkship Locations
Barts and The London School of
Medicine and Dentistry
Great Britain
Royal London and Barts, the Homerton Hospital, Newham General
and Whipps Cross University Hospital, as well as a number of other
hospitals in Greater London and Essex.
Great Britain
Glenfield Hospital, Leicester General Hospital, Leicester Royal Infirmary
Great Britain
Addenbrooke's Hospital
Great Britain
Royal Infirmary Edinburgh and Western General Hospital
Great Britain
Dr. Gray's Hospital, Elgin and Raigmore Hospital, Inverness, and all students
undertake hospital-based clinical placements outside Aberdeen.
Great Britain
University Hospitals Coventry and Warwickshire NHS Trust
University of Leeds
Great Britain
General Infirmary adjacent to the Worsley Building, St James’s
University Hospital, Bradford Teaching Hospital.
Students also spend time in other hospitals across West Yorkshire:
Airedale hospital near Keighley, Calderdale (Halifax) and Huddersfield
hospitals to the west, Pinderfields (Wakefield), Dewsbury and Pontefract
hospitals just to the south of Leeds and Harrogate hospital, north of
Leeds. General practices across West Yorkshire and beyond provide a
variety of placements.
Great Britain
Nottinghamshire, Derbyshire and Lincolnshire.
Great Britain
Unknown
Great Britain
Unknown
Great Britain,
Europe
Central Manchester, University Hospitals NHS Foundation Trust,
Lancashire Teaching Hospitals NHS Foundation Trust, Salford Royal
NHS Foundation Trust, University Hospital of South Manchester NHS
Foundation Trust
Great Britain
Unknown
Clerkship rotations are done at affiliated hospitals in the UK and Europe.
CaRMS Report: 2010
67
EUROPE/MIDDLE EAST
TABLE 53 EUROPE/MIDDLE EAST MEDICAL SCHOOL DATA WEBSITE SOURCES
Location
Medical School
Website
Lithuania
Romania
Egypt
Iran
Bahrain
Israel
Israel
Israel
Kaunas University of Medicine
University of Medicine and Pharmacy Iuliu Hatieganu
University of Cairo
Islamic Azad University
RCSI Bahrain
Ben-Gurion University of the Negev
Technion Israel Institute of Technology
http://naujas.kmu.lt
www.umfcluj.ro
http://cuportal.cu.edu.eg
www.iau.ac.ir
www.rcsi-mub.com
http://medicine.tau.ac.il
http://cmsprod.bgu.ac.il/eng/fohs
http://md.technion.ac.il/
TABLE 54 NUMBER OF CSAS STUDYING MEDICINE IN EUROPE/MIDDLE EAST
Location
Medical School
Estimation of CSAs
Lithuania
Romania
Egypt
Iran
Bahrain
Israel
Israel
Israel
Unknown*
Unknown*
University of Cairo
Unknown*
Unknown*
RCSI Bahrain
~ 50
~ 20
Unknown*
Unknown*
* Unknown denotes locations where CSAs are known to study but no numbers were provided. An overall estimate was given for the region.
Eight areas within Europe and the Middle East were identified as educating Canadian students, which led to an estimate of
approximately 70 Canadians currently studying there.
Medical School
University of Cairo
RCSI Bahrain
1919
1919
1837
1361
2004
1964
1969
1924
Unknown
Unknown
Unknown
Unknown
2004
1976
Unknown
Unknown
Most of the medical schools identified in Europe and the Middle East have been providing medical education in excess of 40 years.
Although RCSI Bahrain was founded in 2004, it is a partner of RCSI located in Ireland, which is a well-established institution.
CaRMS Report: 2010
68
Medical School
Programs
Available
Admissions Fielded
Through
Kaunas University
of Medicine
Six year
Unknown
In-person interview required, physical exam/health records, transcript
and written application.
and Pharmacy Iuliu
Hatieganu
Six year
University based
Unknown
University of Cairo
Six year
Unknown
Unknown
n/a
International Affairs
of the Islamic Azad
University
Unknown
RCSI Bahrain
Five year and
six year
Unknown
Five year program: bachelor's degree, and MCAT.
Six year program: high school examinations with a minimum average
score of 85% and competitive grades in biology, chemistry, physics
and mathematics.
Sackler School of
Medicine
Four year
The New York City
State/American Program.
office of the Sackler
Bachelor’s degree, MCAT, courses in English, inorganic chemistry,
School of Medicine
organic chemistry, physics and biology.
has sole responsibility
for the admission of
students into the
New York
Ben-Gurion University
of the Negev
Four year
Unknown
Bachelor's degree, GPA, MCAT scores, extra-curricular experience,
recommendations, and interview assessments.
Technion Israel Institute
of Technology
Unknown
Unknown
Unknown
The majority of schools offer one medical program, however RCSI Bahrain offers two different streams. Admission is primarily based
on high school transcripts, a bachelor’s degree and MCAT scores.
Medical School
Clerkship Locations
Kaunas University of
Medicine
Two years: theoretical disciplines on
medicine such as Human Anatomy,
Histology-Embryology, Physiology, both
chemistry, physics, foreign languages,
and philosophy are subjects of first and
second year studies.
Three years: clinical medicine subjects begin during third
year studies and include such disciplines as Medical
Diagnostics, General Surgery, patient care, and others.
Fourth year studies cover such disciplines as Internal
Diseases, Infectious Diseases, Dermato-Venerology,
Psychiatry, and fifth year covers the following subjects:
Surgery, Obstetrics-Gynecology, Nervous Diseases,
Neurosurgery, Ophthalmology, Anesthesiology and
Intensive Care. During last (sixth) year of undergraduate
studies the program contains disciplines such as Pediatrics,
Emergency Medicine, Social Medicine, Public Health,
Family Medicine, and others.
CaRMS Report: 2010
69
Medical School
Clerkship Locations
and Pharmacy Iuliu
Hatieganu
Unknown
Unknown
University of Cairo
Two years: first year Anatomy, first year
Medical Physiology, first year Medical
Biochemistry and Molecular Biology, first
year Histology, second year Anatomy,
second year Medical Physiology, second
year Medical Biochemistry and Molecular
Biology, second year Histology,
Computer; Psychology and Behavioral
Sciences, Microbiology and Immunology,
third year Community Medicine& Public
Health; Medical Parasitology; Clinical
Pharmacology, Pathology, Ear, Nose and
throat (E.N.T.), Ophthalmology, Forensic
Medicine and Clinical Toxicology.
Two years: fourth year Community Medicine & Public Health,
fifth year Community Medicine & Public Health, Pediatrics,
Internal Medicine, and General Surgery.
Unknown
Unknown
RCSI Bahrain
Neuromuscular, Biomedicine, Haemotopoietic and Immune Systems, Health
Behavior and Society, Clinical Competencies, Molecular Medicine, Neuroscience,
and Epidemiology.
Medicine and Surgery, OB/GYN, Neonatal Medicine,
Psychiatry, Family Practice, Ophthalmology, and
Otolaryngology.
Sackler School of
Medicine
Biochemistry, Cell Biology, Genetics,
Molecular Biology, Gross Anatomy,
Embryology, Histology, Pharmacology,
Microbiology, Neurology, Pathology,
Epidemiology, Genetics, and Physical
Diagnosis.
Internal Medicine, OB/GYN, Pediatrics, Psychiatry, Surgery,
Emergency Medicine, Family Medicine, Neurology, and
Medicine.
Ben-Gurion University of
the Negev
Unknown
Unknown
Technion Israel Institute
of Technology
Unknown
Unknown
The curriculum is broken up into basic sciences and clinical rotations as is the case with all other international medical schools.
CaRMS Report: 2010
70
Medical School
University of Cairo
RCSI Bahrain
Unknown
Unknown
Unknown
Unknown
GCC Medical Schools Deans’ Committee
Council for Higher Education, New York State Education Department, State of Israel
Council for Higher Education
Council for Higher Education
Accreditation is varied and dependent on the location of the medical school.
Medical School
Unknown
$42,036
Unknown
Unknown
$191,225
$ 114,576
$ 60,468
Unknown
Unknown
$ 7,006
Unknown
Unknown
$38,245*
$28,644
$15,117
$ 23,339
University of Cairo
RCSI Bahrain
* School has more than one program. Average yearly tuition was calculated using five years.
Tuition data was not available for all of the schools identified. The Israeli schools tended to have lower tuition rates while RCSI
Bahrain was similar to rates found in Ireland.
Medical School
Clerkship Locations
Lithuania
KMUK, LITHUANIAN HPH Hospitals
Romania
Unknown
University of Cairo
Egypt
Kasr Al Ainy Hospital
Iran
24 hospital complex
RCSI Bahrain
Bahrain, International Locations King Hamad General Hospital
Israel, US
Teaching institutions whose departments are
affiliated with Sackler include seven major
medical centers, six psychiatric hospitals, 20
research institutes and a large rehabilitation center.
Israel
Unknown
Israel
Unknown
Clinical rotations are typically done within the country of medical education, although a couple of schools do state that international
and US locations are available for a portion of the clinical rotations.
CaRMS Report: 2010
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INTERNATIONAL MEDICAL SCHOOL DATA - MEDICAL SCHOOL SURVEY RESULTS
The following data are derived from the 20 international medical schools that participated in the medical school survey.
SURVEY RESPONDENTS
TABLE 61 LOCATION OF SURVEY RESPONDENTS
Country
Medical School
n
Caribbean
Australia
Australia
Australia
Australia
Australia
Bahrain
Ireland
Ireland
Ireland
Ireland
Ireland
Israel
Poland
Poland
Poland
Czech Republic
Ross University
RCSI Bahrain
Royal College of Surgeons in Ireland
Medical University of Silesia, School of Medicine in Katowice
Poznan University of Medical Sciences Center for Medical Education
Charles University
3
1
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
A total of 90.0% of the medical schools that responded to the school survey were those that were visited in person. This demonstrates
that on-site visits played a critical role in this study.
TABLE 62 ROLE OF SURVEY RESPONDENTS
Role of Respondent
Dean
Professor
Administration
Director of Curriculum Development
Clinical Associate Lecturer
Unknown
Total
n
%
4
8
2
1
1
4
20
20%
40%
10%
5%
5%
20%
100%
Medical school deans and professors were the two most likely to answer the medical school survey.
CaRMS Report: 2010
72
MOTIVATION TO RECRUIT INTERNATIONAL MEDICAL STUDENTS
Apart from fiscal reasons, when surveyed about motivation, a ride range of reasons were given as to why international
medical students are recruited:
Caribbean
• “There is a great need for doctors and schools within the
USA and Canada have not been supplying enough to meet
this need for decades.”
• “Since the number of positions available in medical schools in
the US and Canada is limited, many well qualified and highly
motivated students would otherwise be unable to study
medicine. Schools like Ross provide students with that
opportunity.”
• “Quality of faculty, accelerated program, beauty of island.”
Australia
• “Adds to the breadth of backgrounds of students in the
program - which is particularly good in a PBL format.”
• “Diversity of student population - as seen in Canadian
applicant pool. We like the ethnic and cultural mix.”
Ireland
• “To forge relationships with other countries.”
Poland
• “Main goal is not to just send physicians back to Canada,
but to send highly educated and good physicians back.
Money is not the main reason for IMGs.”
• “Clinical opportunities, North American trained faculty.”
Middle East
• “A desire to establish a long lasting connection for primarily
(but not exclusively) Jewish-American and Canadian students
with Israel.”
Czech Republic
• “It is a good motivation for teachers and our national students
to have large spectrum of nationalities in our medical degree
programs.”
Regions of Recruitment
While over 50 countries were named, the most frequently chosen countries for recruitment were Canada and the United States.
International student training capacity
The main reasons cited that affect how many international medical students are trained abroad were the physical capabilities
of training facilities and the limited number of faculty available to train students. On average, 17.8% of international medical
school faculty are North American trained.
TABLE 63 FACTORS THAT INFLUENCE THE NUMBER OF INTERNATIONAL STUDENTS TRAINED
Factors
Physical capacity (i.e. lecture halls)
Number of faculty available to train international students.
Accreditation limits
Other
Total
n
%
10
5
7
7
29
34%
17%
24%
24%
100%
* Respondents were able to choose more than one answer.
Factors that influence international student training capacity by medical school region:
Ireland
• Number of faculty available to train international students (n =1).
• Accreditation limits (n = 3).
• Clinical resources (n = 1).
Poland
• Physical capacity (n = 3).
• Availability of resources (n = 1).
Caribbean
Australia
• Number of faculty available to train international students (n = 2).
CaRMS Report: 2010
•
•
•
•
•
Accreditation limits (n =1).
Staff teach block based (n =1).
Government funding (n =1).
Keeping small numbers for clinical placements & PBL (n = 1).
Clinical, rural exposure (n = 1).
Middle East
• Market factaors, supply and demand, ability to speak Arabic. (n =1).
Czech Republic
73
TABLE 64 INTENTION TO CHANGE THE SIZE OF INTERNATIONAL MEDICAL TRAINING PROGRAMS
Yes
No
Total
n
%
8
8
16
50%
50%
100%
While some medical schools noted future expansion, including increasing the enrolment of Canadian students and opening new
campuses, many cited a decrease in their international medical program due to government restrictions.
Intention to change the size of the international medical training programs by medical school region:
Ireland
• Reduce size (n = 2)
Poland
• Expand program (n = 1).
• No change (n = 2).
Caribbean
• Reduce size (n = 1).
Australia
Middle East
Czech Republic
TABLE 65 EXPECTED CHANGES IN LEGISLATION THAT WILL IMPACT INTERNATIONAL MEDICAL TRAINING PROGRAMS
Yes
No
Total
n
%
5
11
16
31%
69%
100%
Changes in residency, clerkships and rural rotations where domestic students are favoured over international students,
was the main reason cited as impacting IMG training programs abroad.
Expected changes in legislation that will impact international medical training programs by medical school region:
Ireland
• No expected changes in legislation (n = 1)
Poland
Caribbean
Australia
• Expected changes in legislation (n = 5).
- International students do not have access to 1 year
rural remote location placement opportunities.
- Closure of internships.
- Increased competition for rural rotations as half of the
placements must have 25% Aussies.
- Permanent residents and citizens of Australia have priority
for residency positions.
- Program is currently provisional going to full accreditation
in 2011.
Middle East
Czech Republic
CaRMS Report: 2010
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MEDICAL DEGREE PROGRAMS AND ADMISSION REQUIREMENTS BY MEDICAL SCHOOL REGION
TABLE 66 AVAILABLE MEDICAL DEGREE PROGRAMS AND ADMISSION REQUIREMENTS BY MEDICAL SCHOOL REGION
Medical School
Region
Medical Degree
Programs
Example of Admission Requirements
Ireland
Four year
Five year
Six year
Bachelor's degree, MCAT or GAMSAT, Health Professionals Admissions Test – Ireland exam.
Overall average 85%, high school transcript, must have English, math, and second language.
High school transcript, 85% overall average, must have biology, chemistry, physics, and math.
Admissions test (HPAT-Ireland).
Poland
Four year
Six year
Bachelor's degree, college diploma, college-level courses in chemistry, biology, and physics.
High school transcript; high school level courses in physics, chemistry, biology and English.
Caribbean
Four year
Five year
Bachelor's degree, MCAT or GAMSAT, courses in chemistry, biology, physics, math, English,
MCAT, GPA, SAT/ACT.
Bachelor's degree, courses in chemistry, biology, physics, math, English, MCAT, GPA, SAT.
Australia
Four year
Five year
Six year
MCAT or GAMSAT, GPA.
High school diploma, high school courses in English, chemistry and biology, ISAT.
High school cumulative average 85% or above, if have post-secondary education, GPA of 75% or above.
Middle East
Four year
Bachelor's degree, MCAT, one year or six credits in English, inorganic chemistry, organic chemistry,
physics and biology.
Bachelor's degree, MCAT.
High school examinations with a minimum average score of 85%, high school courses in biology, c
hemistry, physics and math.
Five year
Six year
Admission procedures
When asked how applicants were selected, 46.0% of the schools cited an interview and 42.0% cited marks beyond having the
basic admission requirements.
TABLE 67 ADDITIONAL ADMISSION PROCEDURES BY REGION OF MEDICAL SCHOOL
Admission Procedures
Admission Procedures
Ireland
• Marks (n = 2)
• Interview (n = 2)
• Applicants observed in group
exercise (n = 1)
• No interview (n = 1)
Caribbean
• Marks (n = 2)
Australia
• Marks (n = 3)
• About 10% of applicants are
rejected (n = 1)
Middle East
• Marks (n = 2)
Czech Republic
• Marks (n = 1)
Poland
A total of 84.0% of the schools surveyed reported that their programs are competitive among international students; however,
none of the medical schools reported international students competing against domestic students for medical school spots.
Interestingly, 20.0% of the medical schools surveyed stated that the admission requirements were the same for both international
and domestic students.
CaRMS Report: 2010
75
TABLE 68 DO ADMISSIONS CRITERIA DIFFER FOR INTERNATIONAL STUDENTS VERSUS NATIONAL STUDENTS?
Yes*
No**
N/A
Total
n
%
9
4
7
20
45.0%
20.0%
35.0%
100%
* Schools that had different admissions criteria for international and national students: Ireland (n = 1), Poland (n = 2), Australia (n = 5), Middle East (n = 1).
** Schools that did not have different admissions criteria for international and national students: Caribbean (n = 2), Middle East (n = 1).
Admission differences reported by region of medical school were:
Ireland
• “Irish/EU based on GM, top accepted.”
• “Local students must sit the Australian admissions test, GAMSAT.
International applicants may sit GAMSAT or MCAT.”
• “Marks for international students tend to be lower.”
Poland
• “Completely different, MCAT, undergrad GPA, interview,
volunteer work.”
• “English program is not open to Polish students.”
Australia
• “Domestic students must pass GAMSAT - Canadians or IMGs
do not.”
Middle East
• “Our national students undergo a day long process after initial
screening with high school grades and a psychometric exam score.
They have at least four methods of assessment including personal
interview, group simulation, and individual simulation with SP's.”
Admissions committee
TABLE 69 ADMISSIONS COMMITTEE REPRESENTATIVES
Medical School Faculty
Deans of Medical School
Other
n
%
14
4
7
56%
16%
28%
While 72% of the representatives on the admissions committees were cited as medical school faculty and/or deans, others included
recruitment agencies such as The Atlantic Bridge Program for Ireland medical school admissions, and Hope Medical Institute for
some Polish medical school admissions. Additionally, there were physician recruiters located in North America.
TUITION
When asked whether or not tuition costs differed for international students versus domestic students, 60% of the medical schools surveyed
answered yes. The most commonly cited reason was financial gain, as a majority of the medical schools surveyed were located in countries
were domestic medical students do not pay tuition, or pay a small amount and the remainder is subsidized by the government.
TABLE 70 AVERAGE YEARLY TUITION
Ireland
Poland
Caribbean
Australia
Middle East
Avg. Yearly Tuition ($CAD)
$49,800
$14,191
$25,608
$42,334
$26,336
CaRMS Report: 2010
76
POSTGRADUATE TRAINING
Eight of the schools surveyed stated that they offer career
counselling to assist students in finding postgraduate
residency training.
Availability of postgraduate training abroad:
• Ireland – EU citizens get first priority.
• Poland – Must speak Polish, requires separate examination
that is not required for graduation, must be an EU citizen.
• Australia – Australian citizens/permanent residents get
first priority.
• Caribbean – No postgraduate training available.
• Bahrain - No postgraduate training for CSAs.
REFERENCES
1 Health Canada. OECD Health Data 2010, Statistics and
Indicators. Available at : www.oecd.org/publishing
2 The Association of Faculties of Medicine of Canada. Moving
the Health Human Resource Agenda Forward, Submission to
the House of Commons Standing Committee on Health From
the Association of Faculties of Medicine of Canada (AFMC).
December 2009.
4 Collier R. Medical school admission targets urged for rural
and low-income Canadians. CMAJ 2010; 182(8): 327-328.
5 The Association of Faculties of Medicine of Canada. Canadian
Medical Education Statistics 2009. Volume 31. Available at:
http://www.afmc.ca/pdf/cmes/CMES2009.pdf. Accessed
August 2010.
6 CaRMS 2010 Canadian Medical Graduate Cohort Data.
Accessed June-August 2010.
7 Merani M, Abdulla S, Kwong JC, Rosella L, Streiner DL,
Johnson IL. Increasing tuition fees in a country with two
different models of medical education. Medical Education
2010; 44: 577-586.
8 Clark C. Increasing US Medical School Spots Won’t Increase
Physician Supply. Health Leaders Media 2010. Accessed
August 2010. Available at:
http://www.healthleadersmedia.com/content/PHY-250808/
Increasing-US-Medical%20School
3 Banner S, Comeau M. Analysis of the 2006 Survey of
Canadians Studying Medicine and the medical schools
training Canadians Outside of Canada and the U.S.. Final
Report to Health Canada 2006:1-20.
CaRMS Report: 2010
77
APPENDIX – ANALYSIS RESULTS
AGE BY MEDICAL SCHOOL REGION
Age
24 and under
25 - 29
30 - 34
35 - 44
45 and over
Total
n
%
n
%
n
%
n
%
n
%
n
%
100
36.8%
148
54.4%
22
8.1%
1
0.4%
1
0.4%
272
100%
Eastern Europe
24
30.4%
47
59.5%
7
8.9%
1
1.3%
79
100%
Caribbean
218
43.5%
234
46.7%
38
7.6%
9
1.8%
2
0.4%
501
100%
Australia
21
10.2%
149
72.3%
27
13.1%
9
4.4%
206
100%
Middle East
9
39.1%
14
60.9%
23
100%
Western Europe
a) Chi-square test:
Is there a relationship between age groups across medical school
regions? Yes. A chi-square test of independence was done to see
whether age groups are related to medical school region. The
results of the test were significant,X2 (20, n = 1082) = 96.07,
p < .001. These results indicate that there are age differences
across medical school regions. When the chi-square test of
independence indicated an overall significant relationship
between medical school region and age group, a z-test for
proportions was done to test for significant differences in age
across medical school regions.
b) Significant differences in proportions:
A z-test for proportions was done to test for significant differences in
age across medical school regions. From the graph and tables,
Australia seems to have a smaller group of CSAs in the ’24 and under’
age group compared to other medical school regions. To test for
significant differences a total of four comparisons were made in the
’24 and under’ age group: Australia versus Ireland, Australia versus
Poland, Australia versus Caribbean, and Australia versus Middle East.
With the number of comparisons, a Bonferonni correction was applied to control for Type 1 error. For testing significant differences, all
p values must be less than 0.0125 (.05/4) to be considered significant.
For the ’24 and under’ age group, there were significant differences
between Australia and all other regions: Ireland (z = 6.51, p < .001),
Poland (z = 4.003, p < .001), Caribbean (z = 8.423, p < .001), Middle
East (z = 3.576, p < .001). Australia had a significantly smaller proportion of the youngest CSAs (10.2%) compared to other medical school
regions for the 24 and under age group.
AGE – 2010 CSAS VERSUS CMGs
Group
Age (Years)
20 - 25
26 - 30
31 - 40
41 - 50
Total
n
%
n
%
n
%
n
%
n
%
CSA
115
10.6%
799
73.9%
160
14.8%
7
0.6%
1081
100.0%
CMG
826
45.3%
845
46.4%
140
7.7%
11
0.6%
1822
100.0%
Total
1361
1312
a) Chi-square test:
Is there a relationship between age and group (CSAs or CMGs)?
Yes. The result chi-square test of independence was significant, X2
(3, n = 2903) = 376.09, p < .001. These results indicate that there
is a relationship between age and group.
A z-test for proportions was done to test for significant differences
in age groups across CSAs and CMGs. To test for significant differences a total of three comparisons were made in the following age
groups: 20-25 years, 26-30 years, and 31-40 years. A Bonferonni
214
17
2904
correction was applied to control for Type 1 error. For testing
significant differences, all p values must be less than 0.02 (.05/3) to
be considered significant.
There were significant differences in all comparisons. There is a
significant difference between CSAs and CMGs in the 20 – 25
age group (z = 19.264, p < .001). There is a significant difference
between CSAs and CMGs in the 26 – 30 age group (z = 14.43,
p < .001). There is a significant difference between CSAs and CMGs
in the 31 - 40 age group (z = 6.029, p < .001).
CaRMS Report: 2010
78
GENDER BY MEDICAL SCHOOL REGION
Medical School
Region
Gender
Male
n
Female
%
n
Total
%
n
%
Ireland
117
43.0%
155
57.0%
272
100%
Poland
43
54.4%
36
45.6%
79
100%
Caribbean
282
56.3%
219
43.7%
501
100%
Australia
114
55.3%
92
44.7%
206
100%
Middle East
12
52.2%
11
47.8%
23
100%
a) Chi-square test:
Is there a relationship between the number of males and females
across medical school regions? Yes. A chi-square test of independence was done to whether there is a relationship between genders
across medical school regions. The results of the test were significant,
X2 (4, n = 1081) = 13.48, p < .05. These results indicate that there are
gender differences across medical school regions. To provide more
specific information about these gender differences across regions, a
z-test for two proportions was conducted..
in gender differences across medical school regions. A total of five
comparisons were made across gender: Ireland, Poland, Caribbean,
Australia, and Middle East. With the number of comparisons, a
Bonferonni correction was applied to control for Type 1 error. For
testing significant differences, all p values must be less than 0.01
(.05/5) to be considered significant.
For gender, there were significant differences between the proportion of males to females in Ireland (z = 3.566, p < .001). In Ireland
there are more females than males (30.2% versus 20.6%). There
were no significant differences between males and females across
the other medical school regions.
GENDER – 2010 CSAS VERSUS CMGs
Group
Gender
Male
Female
Total
n
%
n
%
n
%
568
52.5%
514
47.5%
1082
100.0%
CMG
751
41.8%
1047
58.2%
1798
100.0%
Total
1319
CSA
1561
a) Chi-square test:
Is there a relationship between gender and group (CSA or CMG)?
Yes. A chi-square test of independence was done to see whether
gender is related to being a CSA or CMG. The results of the test
were significant, X2 (1, n = 2880) = 31.31, p < .001. These results
indicate that there are gender differences by group.
in gender across the CSA or CMG group. To test for significant
differences a total of two comparisons were made: differences in the
2880
proportion of males between the CSA and CMG group, and differences in proportion between females between the CSA and the
CMG group. A Bonferonni correction was applied to control for
Type 1 error. For testing significant differences, all p values must
be less than 0.025 (.05/2) to be considered significant.
There were significant differences in the proportion of males between
CSAs and CMGs (z = 5.559, p < .001). There were significant
differences in the proportion of females between CSAs and CMGs
(z = 5.559, p < .001).
CaRMS Report: 2010
79
MARITAL STATUS BY MEDICAL SCHOOL REGION
Marital Status
Region of Medical School
Single
n
Married/Living with a partner
%
n
Separated/Divorced
%
n
Total
%
n
%
Ireland
233
85.7%
39
14.3%
0
0
272
100.0%
Poland
65
82.3%
14
17.7%
0
0
79
100.0%
Caribbean
426
85.0%
70
14.0%
5
1.0%
501
100.0%
Australia
146
70.9%
58
28.2%
2
1.0%
206
100.0%
Middle East
21
91.3%
2
8.7%
0
0
23
100.0%
a) Chi-square test:
Is there a relationship between marital status and medical school
region? Yes. A chi-square test of independence was done to see
whether marital status is related to medical school region. The results
of the test were significant, X2 (8, n = 1081) = 27.97, p < .001. These
results indicate that there are marital status differences across medical
school regions.
A z-test for proportions was done to test for significant differences in
marital status across medical school regions in the married/living with
a partner category. To test for significant differences a total of four
comparisons were made: Australia versus Ireland, Australia versus
Poland, Australia versus Caribbean, and Australia versus Middle East.
With the number of comparisons, a Bonferonni correction was
applied to control for Type 1 error. For testing significant differences,
all p values must be less than 0.0125 (.05/4) to be considered
significant.
For the ‘Married/Living with a partner’ group, there were significant
differences between the Australia and Ireland (z = 3.606, p < .001).
There were also significant differences between Australia and the
Caribbean (z = 4.345, p < .001) for the proportion of CSAs in the
‘Married/Living with a partner’ category. Australia has a larger group
of CSAs that are married or living with a partner than CSAs in Ireland
and the Caribbean. There were no significant differences between
Australia and Poland or Australia and the Middle East in the married
or living with a partner category.
MARITAL STATUS – 2010 CSAS VERSUS CMGs
Group
Marital Status
Single/Divorced/Separated/Widower
Married/Living with partner
Total
n
%
n
%
n
%
CSA
899
83.1%
183
16.9%
1082
100%
CMG
1115
61.6%
695
38.4%
1810
100%
Total
2014
a) Chi-square test:
Is there a relationship between marital status and group (CSA or
CMG)? Yes. A chi-square test of independence was done to see
whether marital status is related to being a CSA or CMG. The
results of the test were significant, X2 (1, n = 2892) = 147.85,
p < .001. These results indicate that there are differences.
in marital status across the CSA or CMG group. To test for
significant differences between CSAs and CMGS a total of two
comparisons were made across the marital status groups:
878
2892
‘Single/Divorced/Separated/Widowed’ status of CSAs versus
CMGs, and ‘Married/Living with partner’ status of CSAs versus
CMGs. A Bonferonni correction was applied to control for Type 1
error. For testing significant differences, all p values must be less
than 0.025 (.05/2) to be considered significant.
For the ‘Single/Divorced/Separated/Widowed’ group there were
significant differences between CSAs and CMGs (z = 12.12,
p < .0001). There were significant differences in the proportion
of those married/living with partner between CSAs and CMGs
(z = 12.12, p < .0001).
CaRMS Report: 2010
80
CSAs WITH PARENTS WHO ARE PHYSICIANS BY REGION
Medical School
Region
Parent(s) Medical Doctor
Yes
n
No
%
n
Total
%
n
%
Ireland
87
31.64%
185
68.36%
272
100%
Poland
18
22.78%
61
77.22%
79
100%
Caribbean
79
15.77%
422
84.23%
501
100%
Australia
39
18.93%
167
81.07%
206
100%
4
17.39%
19
82.61%
23
100%
Middle East
Total
227
857
1081
a) Chi-square test:
Is there a relationship between having a parent or both parents a
medical doctor and medical school region? Yes. A chi-square test
of independence was done to see whether parent(s) is a medical
doctor is related to medical school region. The results of the test
were significant, X2 (4, n = 1081) = 28.91, p < .001. These results
indicate that there are differences whether a parent(s) is a medical
doctor or not across medical school regions.
across medical school regions. Looking over the graph, CSAs from
Ireland seem to have a higher proportion of having a parent or parents as a medical doctor compared to other medical school regions.
To test for significant differences a total of four comparisons were
made: Ireland versus Poland, Ireland versus Caribbean, Ireland versus
Australia, and Ireland versus Middle East. With the number of
comparisons, a Bonferonni correction was applied to control for Type
1 error. For testing significant differences, all p values must be less
For looking at whether CSAs in Ireland had a significantly larger
proportion of parent(s) as a medical doctor than CSAs in other medical school regions, there were significant differences between Ireland
and the Caribbean (z = 5.153, p < .001) and Ireland and Australia (z =
3.105, p < .01). There were no significant differences between Ireland
and Poland or Ireland and the Middle East for whether CSAs in
Ireland had a larger proportion of parent(s) as a medical doctor. CSAs
in Ireland had a significantly higher proportion of a parent or parents
as a medical doctor than CSAs in the Caribbean or Australia.
POST-SECONDARY EDUCATION IN CANADA BY MEDICAL SCHOOL REGION
Medical School
Region
Post-secondary Education in Canada
Yes
n
No
%
n
Total
%
n
%
Ireland
219
80.5%
53
19.5%
272
100%
Poland
66
83.5%
13
16.5%
79
100%
Caribbean
470
93.8%
31
6.2%
501
100%
Australia
202
98.1%
4
1.9%
206
100%
Middle East
20
87.0%
3
13.0%
23
100%
a) Chi-square test:
Is there a relationship between having a post-secondary education
in Canada and medical school region? Yes. A chi-square test of
independence was done to see whether having a post-secondary
education or not is related to medical school region. The results of
the test were significant, X2 (4, n = 1081) = 55.76, p < .001. These
results indicate that having a post-secondary education in Canada
varies across medical school regions.
across medical school regions. To test for significant differences a total
of four comparisons were made: Ireland versus Poland, Ireland versus
Caribbean, Ireland versus Australia, and Ireland versus Middle East.
With the number of comparisons, a Bonferonni correction was applied
to control for Type 1 error. For testing significant differences, all p
values must be less than 0.0125 (.05/4) to be considered significant.
For looking at whether CSAs in Ireland had a significantly lower
proportion of attending a post-secondary education in Canada compared to CSAs in other medical school regions, we found that there
were significant differences between Ireland and the Caribbean (z =
5.553, p < .001) and Ireland and Australia (z = 5.721, p < .001). There
were no significant differences between Ireland and Poland or Ireland
and the Middle East in the number of CSAs having a post-secondary
education in Canada. CSAs in Ireland had a significantly lower
proportion of having a post-secondary education in Canada than
CSAs in the Caribbean or Australia.
CaRMS Report: 2010
81
HIGHEST LEVEL OF EDUCATION BY MEDICAL SCHOOL REGION
Highest Level of Education
Ireland
Poland
Caribbean
n
%
n
%
n
High school
43
15.8%
10
12.7%
Post-secondary community college
1
0.4%
Some university (no degree)
21
7.7%
11
Bachelor’s degree
167
61.4%
Master’s degree
37
13.6%
Ph.D. or equivalent
3
1.1%
272
%
n
Middle East
%
n
%
4.2%
6
1.2%
4
1.9%
1
2
0.4%
1
0.5%
0
13.9%
12
2.4%
2
1.0%
5
20.8%
54
68.4%
397
79.2%
166
80.6%
13
54.2%
4
5.1%
67
13.4%
30
14.6%
4
16.7%
10
2.0%
3
1.5%
1
4.2%
7
1.4%
Other
Total
Australia
79
a) Chi-square test:
Is there a relationship between CSAs highest level of post-secondary
education in Canada and medical school region? Yes. A chi-square
test of independence was done to see whether having a postsecondary education or not is related to medical school region.
The results of the test were significant, X2 (24, n = 1081) = 142.05,
p < .001. These results indicate that the highest level of postsecondary education of CSAs varies across medical school regions.
Of interest is the comparison of bachelor degrees across medical
school regions. A z-test for proportions was done to test for significant
differences across medical school regions. To test for significant differences a total of four comparisons were made: Australia versus Ireland,
501
206
24
Australia versus Poland, Australia versus the Caribbean, and
Australia versus the Middle East. With the number of comparisons, a Bonferonni correction was applied to control for Type 1
For looking at whether CSAs in Australia had a significantly higher
proportion of having a bachelor degree compared to CSAs in other
medical school regions, we found that there were significant differences
between Australia and Ireland (z = 4.417, p < .001) and Australia and
Poland (z = 2.688, p < .01). There were no significant differences in the
proportion of CSAs having a bachelor’s degree between Australia and
the Carribean or Australia and the Middle East. CSAs in Australia had a
significantly higher proportion education than CSAs in Europe.
CMA AND CMG COMPARISON – HIGHEST LEVEL OF EDUCATION PRIOR TO ATTENDING MEDICAL SCHOOL
Highest Level of Education Prior to Attending Medical School
Group
Secondary Post Secondary 2 years or less
education (e.g. community in university
college)
(no degree)
n
%
CSA
64
5.9%
CMG
15
0.8%
Total
79
n
%
n
%
4
0.4%
30
264
14.5%
68
268
98
3 years or more
of university
(no degree)
n
%
2.8%
21
3.7%
129
Bachelor's
Degree
Master's
Degree
Ph.D.,
Ed. D. or
equivalent
Other
Total
n
%
n
%
n
%
n
%
n
%
1.9%
797
73.7%
142
13.1%
17
1.6%
7
0.6%
1082
100%
7.1%
1109
60.9%
179
9.8%
52
2.9%
5
0.3%
1821
100%
150
a) Chi-square test:
Is there a relationship between highest level of education and group
(CSA or CMG)? Yes. A chi-square test of independence was done to
see whether the highest level of education prior to attending medical
school is related to being a CSA or CMG. The results of the test were
significant, X2 (7, n = 2903) = 278.47, p < .001. These results indicate
that there is a relationship between being a CMG or CSA and the
highest level of education prior to medical school.
The z-test for proportions was done to test for significant differences
in highest level of education prior to medical school across the CSA
or CMG group. To test for significant differences between CSAs and
1906
321
69
12
2903
CMGS a total of five comparisons were made across the groups:
‘High School’, ‘College’, ‘Bachelor’s degree’, ‘Master’s Degree’, and
‘Ph.D. or equivalent’. A Bonferonni correction was applied to control
for Type 1 error. For testing significant differences, all p values must
There were significant differences across four of the five comparisons. CSAs and CMGs were significantly different for: high school
(z = 8.032, p < .0001), college (z = 12.65, p < .0001), bachelor’s
degree (z = 6.96, p < .0001), and master’s degree (z = 2.72,
p < .01). There were no significant differences between CSAs and
CMGs for Ph.D. or equivalent (z = 2.08, p = .04).
CaRMS Report: 2010
82
APPLICATION TO CANADIAN MEDICAL SCHOOLS BY HIGHEST LEVEL OF EDUCATION PRIOR TO ATTENDING MEDICAL SCHOOL
Highest Level of Education
How Many Times
Applied to Canadian
Medical School
Before Going Abroad
High School
n
%
n
Did not apply
61
95.3%
Applied once
2
3.1%
Applied 2x or more
1
64
Total
College
Some
university
(no degree)
Bachelor's
Degree
%
n
%
n
%
n
2
50.0%
43
84.3%
166
20.8%
2
50.0%
6
11.8%
357
44.8%
1.6%
0
0.0%
2
3.9%
274
100%
4
100%
51
100%
797
a) Chi-square test:
Is there a relationship between highest level of education and
application to Canadian medical schools? Yes. A chi-square test of
independence was done to see whether the highest level of education prior to attending medical school is related to the number of
times a CSA applied to a Canadian medical school before going
abroad. The results of the test were significant, X2 (12, n = 1082) =
361.51, p < .001. These results indicate that there is a relationship
between the number of times a CSA applied to a Canadian medical
school before going abroad and their highest level of education.
Master's
Degree
Ph.D.,
or
equivalent
%
n
12
8.5%
27
19.0%
34.4%
103
100%
142
Other
Total
%
n
%
n
1
5.9%
4
57.1%
289
4
23.5%
2
28.6%
400
72.5%
12
70.6%
1
14.3%
393
100%
17
100%
7
100% 1082
significant differences in this group a total of two comparisons were
made: Bachelor’s degree versus high school, and bachelor’s degree
versus Master’s degree. A Bonferonni correction was applied to
control for Type 1 error. For testing significant differences, all p values
must be less than 0.025 (.05/2) to be considered significant.
There were significant differences across both comparisons. For
CSA that did not apply to a Canadian medical school, there is a
significant difference between those with a bachelor’s degree and
those with a high school degree (z = 12.86, p < .001). There is also
a significant difference between those with a bachelor’s degree and
those with a master’s degree (z = 3.35, p < .001). In the ‘Did not
apply’ category, there were more CSAs with a high school degree
than those with a bachelor’s degree, and there were less CSAs with
a master’s degree than bachelor’s degree.
The z-test for proportions was done to test for significant differences
in highest level of education prior to medical school for the CSA
group that did not apply to any Canadian medical school. To test for
APPLICATION TO CANADIAN MEDICAL SCHOOLS BY REGION OF MEDICAL SCHOOL
Number of Times Applied
Did not apply
Applied once
Applied 2x or more
Total
n
%
n
%
n
%
n
%
Ireland
79
29.0%
89
32.7%
104
38.2%
272
100%
Poland
43
54.4%
23
29.1%
13
16.5%
79
100%
Caribbean
118
23.5%
216
43.1%
167
33.3%
501
100%
Australia
40
19.4%
65
31.6%
101
49.0%
206
100%
8
34.8%
7
30.0%
8
35.0%
23
100%
Middle East
Total
288
400
a) Chi-square test:
Is there a relationship between the number of times a CSA applied
to a Canadian medical school before going abroad by region? Yes.
A chi-square test of independence was done to see whether
number of times applied to Canadian medical schools is related to
medical school region. The results of the test were significant, X2
(8, n = 1081) = 59.40, p < .001. These results indicate that the
number of times applied varies across medical school regions.
A z-test for proportions was done to test for significant
differences across medical school regions. To test for significant
differences a total of eight comparisons were made. In the ‘Did
not apply’ category we compared Poland to the other regions
(Ireland, Caribbean, Australia, and Middle East). In the ‘Applied
2x or more’ category we compared Australia to the other
393
1081
regions (Ireland, Poland, Caribbean, Middle East). With the
number of comparisons, a Bonferonni correction was applied to
control for Type 1 error. For testing significant differences, all p
values must be less than 0.006 (.05/8) to be considered significant.
For the ‘Did not apply’ category, there were significant differences
between Poland and Ireland (z = 4.038, p < .001), Poland and
the Caribbean (z = 5.561, p < .001), and Poland and Australia
(z = 5.677, p < .001). There were no significant differences between
Poland and the Middle East for the ‘Did not apply’ category
(z = 1.422, p = .155). For the ‘Applied 2x or more’ category, there
were significant differences between Australia and Poland (z =
5.677, p < .001). There were no significant differences between
Australia and Ireland (z = 2.302, p = .021), Australia and the
Caribbean (z = 1.098, p = .272), and Australia and the Middle
East (z = 1.446, p = .148).
CaRMS Report: 2010
83
SATISFACTION WITH MEDICAL DEGREE PROGRAM BY MEDICAL SCHOOL REGION
Satisfaction with Medical Degree Program
Satisfied
n
Neutral
%
n
Dissatisfied
%
n
Total
%
n
%
Ireland
254
93.4%
12
4.4%
6
2.2%
272
100%
Poland
73
92.4%
5
6.3%
1
1.3%
79
100%
Caribbean
469
93.6%
22
4.4%
10
2.0%
501
100%
Australia
177
85.9%
18
8.7%
11
5.3%
206
100%
20
87.0%
3
13.0%
0
0.0%
23
100%
Middle East
Total
993
60
28
a) Chi-square test:
Is there a relationship between levels of satisfaction with medical
degree program and region of medical school? Yes. A chi-square
test of independence was done to see if satisfaction is related to
region of medical school. The results of the test were significant,
X2 (8, n = 1081) = 17.10, p < .05. These results indicate that there
is a relationship between region of medical school and levels of
satisfaction with medical program.
1081
the groups: Australia versus Ireland, Australia versus Poland,
Australia versus the Caribbean, and Australia versus the Middle
East. A Bonferonni correction was applied to control for Type 1
There were significant differences across two regions. CSAs in
Australia are significantly less satisfied than CSAs inIreland
(z = 2.56, p = .0106), and CSAs in Australia are significantly less
satisfied than CSAs in the Caribbean (z = 3.16, p < .01). There
were no significant differences in satisfaction between Australia
and Poland (z = 1.29, p = .196) and between Australia and the
Middle East (z = -0.18, p = .857).
The z-test for proportions was done to test for significant
differences in satisfaction between Australia and other regions.
To test for significant differences between regions in the
‘Satisfied’ category, a total of four comparisons were made across
DIFFICULTY IN ARRANGING A CLERKSHIP ROTATION IN CANADA BY MEDICAL SCHOOL REGION
Difficulty in Arranging a Clerkship Rotation in Canada
Easy
Okay
Difficult
Total
n
%
n
%
n
%
n
%
Ireland
18
26.9%
19
28.4%
30
44.8%
67
100%
Poland
3
25.0%
4
33.3%
5
41.7%
12
100%
Caribbean
0
0.0%
7
17.5%
33
82.5%
40
100%
Australia
10
21.3%
14
29.8%
23
48.9%
47
100%
Total
31
44
a) Chi-square test:
Is there a relationship between levels of difficulty in arranging a
clerkship rotation in Canada across medical school regions? Yes.
A chi-square test of independence was done to see if there is a
relationship between level of difficulty and medical school region.
p < .05. These results indicate that levels of difficulty in arranging
a clerkship rotation is related to medical school regions.
Of interest is whether there are significant differences across
medical school regions for the “Difficult’ category. A z-test for
proportions was done to test for significant differences between
the proportions. A total of three comparisons were made:
91
166
Caribbean to Australia, Caribbean to Ireland, and Caribbean to
Poland. With the number of comparisons, a Bonferonni correction
was applied to control for Type 1 error. For testing significant
differences, all p values must be less than 0.0166 (.05/3) to be
considered significant.
For the ‘Difficult’ category there is a statistically significant
difference across all regions. CSAs from the Caribbean found it
more difficult to arrange clerkship positions than CSAs in:
Australia (z = 3.033, p < .01), Ireland (z = 3.633, p < .001), and
Poland (z = 2.426, p = .0153).
CaRMS Report: 2010
84
POPULAR FUNDING TYPE BY MEDICAL SCHOOL REGION
Popular Funding Types
Medical School
Region
Family
Savings
Bank Loan
in Canada
Government
Grants
Personal
Savings
International
Scholarships
Bank Loan
Elsewhere
Other
Total
n
%
n
%
n
%
n
%
n
%
n
%
n
%
n
%
229
38.4%
171
28.7%
75
12.6%
81
13.6%
5
0.8%
19
3.2%
16
2.7%
596
100%
Poland
53
33.3%
45
28.3%
24
15.1%
29
18.2%
2
1.3%
4
2.5%
2
1.3%
159
100%
Caribbean
315
26.9%
375
32.0%
202
17.2%
134
11.4%
67
5.7%
37
3.2%
42
3.6%
1172
100%
Australia
142
27.8%
146
28.6%
102
20.0%
88
17.3%
9
1.8%
9
1.8%
14
2.7%
510
100%
Middle East
21
45.7%
11
23.9%
4
8.7%
6
13.0%
1
2.2%
2
4.3%
1
2.2%
46
100%
Ireland
a) Chi-square test:
Is there a relationship between popular funding types and medical school regions? Yes. A chi-square test of independence was
done to see if there is a relationship between the types of funding that CSAs used towards their medical education and medical
school region. The results of the test were significant, X2 (24, n =
2483 = 91.44, p < .001. These results indicate that the most
popular type of funding is related to medical school region.
Ireland versus Caribbean, Ireland versus Australia, Ireland versus
the Middle East. A Bonferonni correction was applied to control
for Type 1 error. For testing significant differences, all p values
With family savings being the most popular type of funding over
a majority of medical school regions, the z-test for proportions
was done to test for significant differences. To test for significant
differences in the ‘Family Savings’ category a total of four
comparisons were made across the groups: Ireland versus Poland,
There were significant differences across two of the four comparisons. Ireland was significantly different from the Caribbean in the
use of family savings to fund their medical education (z = 4.915,
p < .0001). Ireland was significantly different from Australia (z =
3.651, p < .001). In both comparisons to CSAS in the Caribbean
and Australia, family savings was more popular in Ireland than the
Caribbean and Australia. Ireland was not significantly different
from Poland (z = 1.087, p = 0.277). Ireland was not significantly
different from the Middle East (z = 0.812, p = 0.417).
SATISFACTION WITH COST OF MEDICAL EDUCATION BY MEDICAL SCHOOL REGION
Satisfaction with Cost of Medical Education
Very Satisfied
n
%
Ireland
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
Total
n
%
n
%
n
%
n
%
n
%
4
1.5%
53
19.5%
120
44.1%
95
34.9%
272
100%
79
100%
Poland
34
43.0%
28
35.4%
13
16.5%
4
5.1%
Caribbean
89
17.8%
119
23.8%
113
22.6%
126
25.1%
54
10.8%
501
100%
Australia
2
1.0%
14
6.8%
55
26.7%
87
42.2%
48
23.3%
206
100%
Middle East
1
4.3%
4
17.4%
12
52.2%
5
21.7%
1
4.3%
23
100%
Total
126
169
246
a) Chi-square test:
Is there a relationship between satisfaction with the cost of medical education to medical school region? Yes. A chi-square test of
independence was done to see if there is a relationship between
level of satisfaction and medical school region. The results of the
test were significant, X2 (16, n = 1081) = 356.67, p < .001. These
results indicate that levels of satisfaction with the cost of medical
education are related to medical school regions. To provide more
specific information about these differences, a z-test of proportions was conducted.
Of interest is whether there are significant differences across
medical school regions for the “Dissatisfied’ category. A z-test for
342
198
1081
proportions was done to test for significant differences between
the proportions. A total of four comparisons were made:
Caribbean to Australia, Caribbean to Ireland, Caribbean to
Poland, and Caribbean to Middle East. With the number of
comparisons, a Bonferonni correction was applied to control for
Type 1 error. For testing significant differences, all p values must
For the ‘Dissatisfied’ category there is a statistically significant
difference between CSAs from the Caribbean and Ireland
(z = 5.327, p < .001) and between CSAs from the Caribbean and
Poland (z = 3.835, p < .001). CSAs in the Caribbean were not
significantly different in their levels of dissatisfaction with CSAs
from Australia and the Middle East.
CaRMS Report: 2010
85
SATISFACTION WITH MEDICAL PROGRAM BY SATISFACTION BY COST OF MEDICAL EDUCATION
Satisfaction with
Medical Program
Satisfaction with Cost of Medical Education
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
Total
n
%
n
%
n
%
n
%
n
%
n
%
IVery satisfied
79
18.0%
62
14.2%
120
27.4%
118
26.9%
59
13.5%
438
100%
Satisfied
46
8.3%
97
17.4%
111
20.0%
193
34.7%
109
19.6%
556
100%
Neutral
2
3.3%
7
11.7%
13
21.7%
24
40.0%
14
23.3%
60
100%
2
9.5%
5
23.8%
12
57.1%
21
100%
2
28.6%
4
57.1%
7
100%
Dissatisfied
2
9.5%
Very dissatisfied
1
14.3%
Total
127
169
246
a) Chi-square test:
Is there a relationship between a CSAs satisfaction with their medical
program and satisfaction with the cost of medical education? Yes. A
chi-square test of independence was done to see if there is a
relationship between level of satisfaction and medical school region.
p < .001. These results indicate that satisfaction with their medical
program and levels of satisfaction with the cost of medical education
are related. The results indicate that higher levels of dissatisfaction
with the cost of medical education are related to higher levels
dissatisfaction with their medical program.
342
198
1082
Of interest is whether there are significant differences between CSAs
that were very dissatisfied with their medical program and CSAs that
were very satisfied with their medical program under the group of CSAs
that were very dissatisfied with the cost of their medical education.
For the ‘Very Dissatisfied with the Cost of their Medical Education’
category there is a statistically significant difference between CSAs
that were very satisfied with their medical program and CSAs that
were very dissatisfied with their medical program (z = 2.742, p < .05).
CSAs that were very dissatisfied with the cost of their education were
also very dissatisfied with their medical program.
YEAR OF GRADUATION BY INTENTION TO RETURN TO CANADA TO PURSUE POSTGRADUATE MEDICAL TRAINING
Year of Graduation
Yes
No
Total
n
%
n
%
n
%
2010
98
77.8%
28
22.2%
126
100%
2011
146
87.4%
21
12.6%
167
100%
2012
281
92.7%
22
7.3%
303
100%
2013
317
91.6%
29
8.4%
346
100%
2014
125
96.9%
4
3.1%
129
100%
2015
9
90.0%
1
10.0%
10
100%
Total
976
105
a) Chi-square test:
Is there a relationship between year of graduation with intention to
return to Canada to pursue postgraduate training? Yes. The results of
the test were significant, X2 (5, n = 1082) = 33.25, p < .001. These
results indicate that year of graduation is related to intention to return
to Canada for postgraduate training. To provide more specific information about these differences, a z-test of proportions was conducted.
A total of three comparisons were made. For CSAs intending to return
to Canada we compared 2010 versus 2011, 2010 versus 2014.
Comparisons to 2015 were not done due to the small number of CSAs
graduating in that year. For CSAs intending not to return to Canada we
looked at the significant difference between 2010 and 2014. With the
number of comparisons, a Bonferonni correction was applied to control
1081
for Type 1 error. For testing significant differences, all p values
For CSAs intending to return to Canada to pursue postgraduate training,
there is a statistically significant difference between CSAs graduating in
2010 and 2014 (z = 4.419, p < .001). The closer CSAs are to graduating
the less likely they plan on returning to Canada for postgraduate training.
There is no difference between the proportion of CSAs graduating in 2010
and 2011 in their intention to return to Canada.
For CSAs intending to not to return to Canada to pursue postgraduate
training, there is a statistically significant difference between CSAs
graduating in 2010 and 2014 (z = 4.419, p < .001). Again, the closer
CSAs are to graduating the less likely they plan on returning to Canada
for postgraduate training.
CaRMS Report: 2010
86
REGION OF MEDICAL SCHOOL BY INTENTION TO RETURN TO CANADA TO PURSUE POSTGRADUATE MEDICAL TRAINING
Medical School
Region
Yes
No
Total
n
%
n
%
n
%
255
93.8%
17
6.3%
272
100%
Poland
65
82.3%
14
17.7%
79
100%
Caribbean
454
90.6%
47
9.4%
501
100%
Australia
182
88.3%
24
11.7%
206
100%
Middle East
20
87.0%
3
13.0%
23
100%
Ireland
Total
976
105
Is there a relationship between intention to return to Canada to
pursue postgraduate training and medical school region? Yes.
A chi-square test of independence was done to see if there is a
relationship between intention to return and medical school
1081
region. The results of the test were significant, X2 (4, n = 1081) =
10.73, p < .001. These results indicate that CSAs across all regions
plan on returning to Canada for their postgraduate training.
CaRMS Report: 2010
87

Canadian students studying medicine abroad

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