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International Medical Experiences Outbound New Zealand: An Economic and Medical Workforce Strategy

International Medical Experiences Outbound New Zealand: An Economic and Medical Workforce Strategy

Charles Mpofu
Copyright: © 2016 |Pages: 24
ISBN13: 9781522501695|ISBN10: 152250169X|EISBN13: 9781522501701
DOI: 10.4018/978-1-5225-0169-5.ch018
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MLA

Mpofu, Charles. "International Medical Experiences Outbound New Zealand: An Economic and Medical Workforce Strategy." Handbook of Research on Study Abroad Programs and Outbound Mobility, edited by Donna M. Velliaris and Deb Coleman-George, IGI Global, 2016, pp. 446-469. https://doi.org/10.4018/978-1-5225-0169-5.ch018

APA

Mpofu, C. (2016). International Medical Experiences Outbound New Zealand: An Economic and Medical Workforce Strategy. In D. Velliaris & D. Coleman-George (Eds.), Handbook of Research on Study Abroad Programs and Outbound Mobility (pp. 446-469). IGI Global. https://doi.org/10.4018/978-1-5225-0169-5.ch018

Chicago

Mpofu, Charles. "International Medical Experiences Outbound New Zealand: An Economic and Medical Workforce Strategy." In Handbook of Research on Study Abroad Programs and Outbound Mobility, edited by Donna M. Velliaris and Deb Coleman-George, 446-469. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0169-5.ch018

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Abstract

Medical schools and colleges of medicine are increasingly highlighting the role of short-term outward mobility programs in the form of International Medical Experiences (IMEs). In this way, doctors acquire skills as they study or work outside their countries of training. Although many benefits have been reported about the role of these IMEs in staff development, few studies have linked these with national workforce strategies, national economic and diplomatic strategies. This chapter fills that gap by arguing how these IMEs can be used to meet New Zealand workforce challenges such as the emigration of this country's doctors, as well as national economic and diplomatic agendas of increasing trade with Asian countries. This chapter concludes by challenging key stakeholders of these experiences to increase support through a range of strategies: IME recognition in accreditation programs; policy action; student resourcefulness; and multi-stakeholder involvement in funding and promotion of IMEs.

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