THE NEW ZEALAND MEDICAL JOURNAL

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When candidates’ needs have been carefully assessed, they could then be allocated to one or more of a series of specially designed modules, according to each individual’s skills and capabilities. 16 This would provide the framework for completion of the requirements for sitting NZREX and, if successful, registration to practice in New Zealand. The wealth of both professional and personal experience that OTDs bring to New Zealand needs to be recognised and valued. They all have their own special contributions to make. We need to create a system that ensures their needs for reeducation, continuing training, and permanent employment are enhanced. If New Zealand is to look after its multicultural population adequately, it will be to everyone’s advantage to have well-trained doctors from a variety of different cultural backgrounds. Author information: Susan J Hawken, Senior Lecturer, Department of Psychological Medicine, University of Auckland, Auckland Correspondence: Dr Susan Hawken, Senior Lecturer, Department of Psychological Medicine , Faculty of Medical and Health Sciences, University of Auckland, Private Bag 92019, Auckland. Fax: (09) 373 7013; email: s.hawken@auckland.ac.nz References: 1. Hawken SJ. Overseas-trained doctors' evaluation of a New Zealand course in professional development. N Z Med J. 2005;118(1219). URL: http://www.nzma.org.nz/journal/118- 1219/1584 2. Kidd MR, Zulman A. Educational support for overseas-trained doctors. Med J Aust. 1994;160:73–5. 3. Skelton JR, Kai J, Loudon RF. Cross-cultural communication in medicine: questions for educators. Med Educ 2001;35:257–61. 4. Chur-Hansen A, Vernon-Roberts J, Clark S. Language background, English language proficiency and medical communication skills of medical students. Med Educ. 1997;31:259– 63. 5. Boulet JR, van Zanten M, McKinley DW, Gary NE. Evaluating the spoken English proficiency of graduates of foreign medical schools. Med Educ. 2001;35:767–73. 6. Rothman AI, Cusimano M. Assessment of English proficiency in international medical graduates by physician examiners and standardized patients. Med Educ. 2001;35:762–6. 7. Chur-Hansen A, Barrett RJ. Teaching colloquial Australian English to medical students from non-English speaking backgrounds. Med Educ. 1996;30:412–7. 8. Cole-Kelly K. Cultures engaging cultures: International medical graduates training in the United States. Fam Med. 1994;26:618–24. 9. North N, Trlin A, Singh R. Characteristics and difficulties of unregistered doctors in New Zealand. N Z Popul Rev. 1999;25:133–43. 10. Sullivan EA, Willcock S, Ardzejewska K, Slaytor EK. A pre-employment programme for overseas-trained doctors entering the Australian workforce, 1997-99. Med Educ. 2002;36:614–21. 11. Slotnick HB. How doctors know when to stop learning. Med Teach. 2000;22:189–96. 12. Southgate L, Campbell M, Cox J, et al. The General Medical Council's Performance Procedures: the development and implementation of tests of competence with examples from general practice. Med Educ. 2001;35:20–8. NZMJ 29 July 2005, Vol 118 No 1219 Page 4 of 5 URL: http://www.nzma.org.nz/journal/118-1219/1584/ © NZMA
13. Bahrami J, Evans A. Underperforming doctors in general practice: a survey of referrals to UK Deaneries. Br J Gen Pract. 2001;51:892–6. 14. Hays RB, Jolly BC, Caldon LJ, et al. Is insight important measuring capacity to change performance. Med Educ. 2002;36:965–71. 15. Romem Y, Benor DE. Training immigrant doctors: issues and responses. Med Educ. 1993;27:74–82. 16. Maymon R, Phillip M. Tel Aviv University postgraduate training program for overseas physicians: a decade of experience, 1989-99. Isr Med Assoc J. 2000;2:635–9. NZMJ 29 July 2005, Vol 118 No 1219 Page 5 of 5 URL: http://www.nzma.org.nz/journal/118-1219/1584/ © NZMA
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