Table 1.
Context for THEnet schools participating in the THEnet Graduate Outcome Study
| School | Priority population | Graduate entry (Training routea) |
Length of training (Years) |
Program | Time of applying for specialty training |
|---|---|---|---|---|---|
| Ateneo de Zamboanga University School of Medicine (ADZU) Zamboanga city, Mindanao |
Rural underserved areas of Mindanao, Philippines | Yes (VI) | 4 | 50% community based | After PGY1b |
| Flinders University School of Medicine (FU) Adelaide, Australia |
Rural, remote, Aboriginal and Torres Strait Islander populations. | Yes (VI) | 4 | Parallel Rural Community Curriculum (1 year, 30 students) Northern Territory Clinical School (6 month remote clinical placement, 8 students) Short rural placements in Year 1 Cultural Awareness training 3rd year options of Rural LIC (40 weeks) Or Rural/Urban LIC (20/20 weeks) Or NT Darwin/Remote program (20/20) LIC. 4th year-rural/remote & overseas electives. Student societies with SA focus. |
After PGY1 |
| University of Gezira Faculty of Medicine Gezira State, Sudan |
Rural underserved areas in Gezira | No (IV) | 5 | 25% curriculum community based, community oriented education | After PGY1 |
| Ghent University Ghent, Belgium |
Low socio-economic status, migrant population | No (I) | 7 | 6-year learning continuum on ethnic, gender and socio-economic diversity: basic competence training and 6 weeks course on social determinants of health (Y1), a one week community oriented primary care program (Y2), specialist courses on social determinants of health and diversity, further competency training, and several community/primary care based clinical internships (Y3–6). | End of year 6 |
| James Cook University (JCU) Townsville, Australia |
Rural, remote, Aboriginal and Torres Strait Islander populations. | No (VI) | 6 | Entire program located in outer regional and rural settings with focus on priority health needs, 20 weeks training in rural and remote settings Year 4–6 based in health care facilities |
After PGY1 |
| Northern Ontario School of Medicine (NOSM) Thunder Bay and Sudbury, Canada |
Rural, Indigenous, Francophone and general populations of Northern Ontario. |
Yes (V) | 4 | Year 1 and 2: 4 weeks and 8 weeks in Indigenous and rural communities, Year 3 based in rural family practice setting (8 month comprehensive community (longitudinal integrated) clerkship) |
Beginning of Year 4 of medical course (8 months prior to graduation) |
| University of the Philippines School of Health Sciences (UPSHS) Leyte, Philippines |
Rural underserved areas in the Philippines; Indigenous people groups |
Yes (VI) | 5 | Multi-level entry stepladder curriculum Year 2: 6 months rural community placement Year 5 based in municipal health community practice setting |
PGY1 |
| Walter Sisulu University Faculty of Health Sciences (WSU) Mthatha, South Africa |
Rural underserved areas of Eastern Cape and KwaZulu Natal Provinces of South Africa | No (IV) | 6 | Rural experiences in Years 1–3 Year 1: 6 days per year; Year 2: 3 weeks per year; Year 3: once a week from February to October. i.e., once weekly 36 weeks/year. 6 months rural placement in Year 5 |
Following 2 year internship and subsequent 1 year of community service. (After PGY3) |
aPathway classification for medical education[31]
bPGY1 Postgraduate year one