Refugees in educational systems: ensuring right to quality (medical) education access

This article was exclusively written for The European Sting by Ms. Hasanat Haider, a medical student from Dhaka Bangladesh. She is affiliated to the International Federation of Medical Students Associations (IFMSA), cordial partner of The Sting. The opinions expressed in this piece belong strictly to the writers and do not necessarily reflect IFMSA’s view on the topic, nor The European Sting’s one.

The global refugee crisis has presented significant challenges in providing essential services to distended population. Particularly quality of education is crucial for the well-being and future prospects. Nur was expelled from his final year secondary school in Bangladesh at age 17 became he is a Rohingya refugee.Then in late 2018,the government directed a nation intelligence agency investigation that identified dozens of Rohingya students enrolled in these school.The scenario is also same in all over the world. So acess in medical education is about to a dream for them.The global refugee crisis has led to the displacement of millions of individuals, many of whom have urgent healthcare needs. Access to quality medical education plays a crucial role in addressing the health challenges faced by refugees, enabling them to become empowered healthcare providers, advocates, and leaders within their communities. This article explores the importance of ensuring medical education access for refugees, the barriers they encounter, and potential solutions to bridge this gap.

Designing a medical education system for refugees requires careful consideration of their unique circumstances, including their educational background, language proficiency, and access to resources. Here’s a general framework for developing medical education systems.

Needs Assessment : Connect a comprehensive needs assessment to understand the educational backgrounds, skills, and experience levels of the refugee population. Identify their specific medical education needs, language proficiency, and any barriers they may face in accessing education.

1.Pre-Medical Training:

Develop pre-medical training programs to bridge educational gaps and prepare refugees for medical education.

Offer foundational courses in sciences, mathematics, language skills, and cultural competency.

2.Language Support:

Provide language support programs to improve refugees’ proficiency in the host country’s language, vital for effective medical communication.

Offer language classes, translation services, and tailored language assessments focusing on medical terminology.

3.Accreditation and Recognition:

Collaborate with relevant authorities and professional medical organizations to ensure recognition and accreditation of medical education programs offered to refugees.

Enable refugees to legally practice medicine and gain employment opportunities.

4.Culturally Sensitive Curriculum:

Develop a curriculum that addresses the unique healthcare challenges faced by refugees.

Include topics such as trauma-informed care, cultural competency, refugee health disparities, and working with interpreters.

5.Practical Training:

Provide practical training opportunities, such as clinical rotations, internships, or shadowing programs, in local healthcare settings.

Enhance refugees’ clinical skills and facilitate integration into the healthcare system.

6.Mentorship and Support:

Establish mentorship programs, pairing refugee medical students with experienced healthcare professionals.

Provide guidance, support, and networking opportunities to help refugees navigate the medical education system and their future careers.

7.Scholarships and Financial Aid:

Create scholarship programs and financial aid options specifically for refugee students.

Alleviate financial barriers to medical education through partnerships with organizations, governments, and philanthropic institutions.

8.Mental Health Support:

Recognize potential mental health challenges faced by refugees and provide accessible mental health support services.

Promote self-care and resilience among medical students to help them manage stressors associated with their unique experiences.

9.Community Engagement:

Foster community engagement initiatives that encourage collaboration between refugee medical students and the local community.

Build cultural understanding, create support networks, and enhance integration into the healthcare system.

10.Professional Development:

Offer continuing medical education opportunities for refugee medical professionals to keep their knowledge and skills up to date.

Provide workshops, seminars, and conferences tailored to their needs and available in their preferred languages.

11.Collaboration and Partnerships:

Collaborate with local educational institutions, healthcare providers, NGOs, and refugee support organizations.

Ensure a coordinated approach to medical education for refugees, pooling resources, sharing expertise, and leveraging existing networks.

Pool resources, share expertise, and leverage existing networks to create a comprehensive support systems.

Remember that the design of a medical education system for refugees should be adaptable and responsive to the specific needs and contexts of the refugee population you are serving. Regular evaluation and feedback from students and stakeholders will be crucial to refine and improve the system over time.

Result :

We have a inspiring example – From Refugee to Doctor: The Power of Mentorship in Medical Education.The Young Physicians Initiative is one way Tufts University School of Medicine is building a more inclusive path to medicine and encouraging young people to consider medical careers.The road to medical school requires resources — like money, parental support, and interpersonal connections — that are not available to everyone. But by building a network of medical students, doctors, and young people interested in medicine, an organization at Tufts University School of Medicine hopes to make medicine accessible to people from all backgrounds.The majority of our Canadian medical faculty  respondents also reported some refugee health learning objectives within their undergraduate medical curriculum. The most prevalent learning objective topics included access to care barriers, social determinants of health for refugees, cross-cultural communication skills, global health epidemiology, challenges and pitfalls of providing care and mental health. They proposed a curriculum framework that incorporates values and principles, competency-based learning objectives, curriculum delivery (i.e., community service learning), and evaluation methods.UNHCR also highlighted their needs.

Conclusions:

The results of this study informed the development of a curriculum framework that integrates cross-cultural communication skills, exploration of barriers towards accessing care for newcomers, and system approaches to improve refugee and migrant healthcare. Programs should also consider social determinants of health, community service learning and the development of links to community resettlement and refugee organizations.

About the author

This is Hasanat Haider Saran an individual with a captivating life story. Born and raised in Sirajganj,Dhaka,Bangladesh. She has always possessed an insatiable curiosity and a passion for learning. Throughout her life, Hasanat  has consistently strived for excellence, embarking on a journey that has shaped her character and accomplishments.Hasanat is now a 2nd year medical student in Shaheed Suhrawardy Medical College, Dhaka,Bangladesh. And besides she works in BMSS,Bangladeshi branch of IFMSA and many other organisations. From an early age, it was evident that Hasanat possessed an innate talent in studies. She dedicated countless hours honing her skills and expanding her knowledge in this field. This unwavering commitment and natural aptitude propelled her to achieve remarkable milestones.Hasanat’s achievements in her educational background  are nothing short of extraordinary. She has also held prominent positions in various organizations and has made significant contributions to the this sector . Her innovative ideas and strategic thinking have consistently led to groundbreaking advancements, earning her recognition and respect from peers and colleagues.Beyond her educationall endeavors, Hasanat  is a deeply compassionate individual, driven by a desire to make a positive impact on the world. She has actively engaged in philanthropic initiatives, supporting causes close to her heart. Her selflessness and dedication to improving the lives of others have inspired many and left a lasting legacy.She already attend two programme with collaboration of WHO.She is a certified master trainer in tobacco prevention goal in Bangladesh and a trained volunteer in cancer prevention camp of Bangladesh Cancer Awareness Foundation. She also gained training about prevention programme of PCOS/PCOD in Bangladesh and works in transgender issues. Despite her remarkable success,Hasanat  remains grounded and humble, always acknowledging the support and guidance of her loved ones and mentors. She recognizes that her accomplishments are a result of a collective effort and is grateful for the opportunities that have come her way.In her personal life, Hasanat  cherishes the moments spent with family and friends. She  finds joy in simple pleasures, such as pursuing hobbies, exploring new cultures, or embarking on adventures. Her zest for life and contagious enthusiasm are qualities that continue to inspire those around her.She is also good at dance,acting, debate,story telling etc.She is also a trained elocutionist.