Stages and transitions in medical education around the world: clarifying structures and terminology.
BACKGROUND
In a world that increasingly serves the international exchange of information on medical training, many students, physicians and educators encounter numerous variations in curricula, degrees, point of licensing and terminology.


OBJECTIVE
The aim of this study was to shed some light for those trying to compare medical training formats across countries.


METHODS
We surveyed a sample of key informants from 40 countries. Survey questions included: structure of medical education, moment that unrestricted practice is allowed, various options after general medical licensing, nomenclature of degrees granted and relevant terminology related to the medical education system. In addition, we searched the literature for description of country-specific information.


RESULTS
Based on the results, we described the six models of current medical training around the world, supplemented with a list of degrees granted after medical school and an explanation of frequently used terminology.


CONCLUSIONS
The results of this questionnaire study lead to the conclusion that while there are many differences between countries, there appear to be six dominant models. The models vary in structure and length of medical training, point of full registration and degrees that are granted.
Center for Research and Development of Education, University Medical Center Utrecht, The Netherlands. m.wijnen-meijer@umcutrecht.nl
Marjo
M
Wijnen-Meijer
William
W
Burdick
Lonneke
L
Alofs
Chantalle
C
Burgers
Olle
O
ten Cate
D003479:Curriculum; D004501:Education, Medical / Q000639:trends*; D006801:Humans; D008007:Licensure, Medical; D017145:Models, Educational; D011795:Surveys and Questionnaires; D009626:Terminology as Topic