Global Health Systems



Global Health Systems

[Name of the Writer]

[Name of the Institution]

Global Health Systems

United States of America is a country which greatly acknowledges imparting and acquiring knowledge. There are many educational institutes in different states that are working for the imparting the knowledge and making the citizens of the nation more equipped with skills and information. Where there are many institutes that are working in the area of general education and spreading the knowledge in general areas, there are institutes that work specifically for the purpose of giving out education regarding particular professional areas. These educational institutes include medical, dental and engineering institutes.

Some of these medical institutes rely on giving out education and information regarding various kinds of medical knowledge based on domestic resources and faculty. However, sometimes these domestic resources and faculty are unable to cope up with the latest challenges of the modern world educational scenarios. This situation especially arises in the area of specific professions which are continuously changing. This changing is happening in these professions due to the advent in \science and technology (Drake, 2014). Hence, in order to meet these challenges, the states or countries prefer to introduce foreign learning programs in their educational institutes so that the students can get equipped with the latest trends. One of the examples of such programs is Foreign Medical Education Programs or FMEP.

Such programs are introduced and accredited in the United States of America so that they can be inculcated in the educational institutes of the country. There is a separate body for the recognition and accreditation of such courses so that they can be validated for teaching in the medical colleges of the United States. This body is known as the National Committee on Foreign Medical Education and Accreditation or NCFMEA. This body was recently authorized by the Higher Education Opportunity Act of 2008. This body tends to check and evaluate the standard of accreditation implemented on the foreign medical programs and then compare those standards with that of the standards applied to the medical schools of the United States.

Foreign Medical Education Programs and the domestic medical education programs in the United State of America differ a lot in the respect that Foreign Medical Education Programs are much diverse in nature. They teach much more knowledge and let the new physician work in various kinds of fields. Studies have shown that the graduates who had been trained and equipped with medical knowledge under a Foreign Medical Education Programs, they showed much more interest in working with the foreign community and getting more exposure as compared to the medical graduates that had graduated from the domestic programs of the United States. Studies in specific areas regarding elderly healthcare have proved that International School Medical Graduates showed more interest in treating the elderly population of the African-American origin as compared to the United States Medical Graduates (Howard, et. al, 2006). These graduates also showed great interest in treating patients with less education, lower income, and less insurance. The patients being treated by both International School Medical Graduates and the United States Medical Graduates reported a clear difference in the level of communication, compassion, and expectancy. Moreover, a significant difference in the case of expenses was also witnessed.

These differences leave a great impact on the quality and cost of the medical facilities being provided by the healthcare practitioner. The communication barrier between the International School Medical Graduates and the United States Medical Graduates affects the quality of the medical service being provided (Eckhert, & van Zanten, 2015). In addition to this, the perception or discriminatory mindset can also affect the quality of medical services. The cost of medical services has been reported to increase in the case of United States Medical Graduates as compared to International School Medical Graduates.

References

Drake, R. L. (2014). A retrospective and prospective look at medical education in the United States: trends shaping anatomical sciences education. Journal of anatomy, 224(3), 256-260.

Eckhert, N. L., & van Zanten, M. (2015). US-citizen international medical graduates—a boon for the workforce. N Engl J Med, 372(18), 1686-7.

Howard, D. L., Bunch, C. D., Mundia, W. O., Konrad, T. R., Edwards, L. J., Ahinee Amamoo, M., & Jallah, Y. (2006). Comparing United States versus international medical school graduate physicians who serve African‐American and white elderly. Health services research, 41(6), 2155-2181.