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Investigating inequality in Advanced Life Support courses: a retrospective, single-centre, survey-based pilot study.

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Summary

International Medical Graduates face challenges in UK Advanced Life Support (ALS) courses. Addressing issues like language barriers and biased treatment can improve inclusivity and outcomes for these vital healthcare professionals.

Keywords:
Advanced Life Support (ALS)Diversity and Inclusion (EDI)EqualityInternational Medical Graduates (IMGs)Resuscitation Education

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Area of Science:

  • Medical Education
  • Healthcare Workforce Diversity
  • Emergency Medicine Training

Background:

  • Increasing numbers of International Medical Graduates (IMGs) in the UK medical workforce.
  • Limited understanding of differential attainment among IMGs in Advanced Life Support (ALS) courses.
  • Need to explore factors influencing IMG performance in ALS training.

Purpose of the Study:

  • To investigate the relationship between IMG backgrounds and their outcomes in ALS courses.
  • To identify challenges faced by IMGs during ALS training.
  • To propose interventions for enhancing ALS course inclusivity for IMGs.

Main Methods:

  • Retrospective recruitment of doctors attending ALS courses in the UK.
  • Online survey (28 questions) covering language, education, clinical background, and course experience.
  • Quantitative and qualitative analysis of survey data, including thematic summarization of recommendations.

Main Results:

  • Low survey completion rate (9% of 419 invited).
  • Majority of respondents were IMGs (71.1%), with most studying medicine in English (84.2%).
  • Previous simulation experience correlated with passing Cardiac Arrest Simulation Tests (CAS-Test); identified obstacles included biased treatment, language barriers, and communication anxiety.

Conclusions:

  • Exploratory study highlights self-reported challenges for IMGs in ALS courses.
  • Proposed interventions focus on improving course accessibility, materials, environment, assessment, and faculty development.
  • Further prospective research is needed to validate findings and recommendations for ALS course inclusivity.