Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.
All full-time students in UBC-Vancouver PhD programs will be provided with a funding package of at least $24,000 for each of the first four years of their PhD from September 2024. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships. Please note that many graduate programs provide funding packages that are substantially greater than $24,000 per year. Please check with your prospective graduate program for specific details of the funding provided to its PhD students.
All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.
Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.
Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .
Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.
Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .
All students may be able to access private sector or bank loans.
Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.
The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.
International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.
A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .
Students with taxable income in Canada may be able to claim federal or provincial tax credits.
Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.
Please review Filing taxes in Canada on the student services website for more information.
Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.
74 students graduated between 2005 and 2013: 3 graduates are seeking employment; 1 is in a non-salaried situation; for 4 we have no data (based on research conducted between Feb-May 2016). For the remaining 66 graduates:
Sample employers outside higher education, sample job titles outside higher education, phd career outcome survey, alumni on success.
Job Title Associate Professor in Leadership and Organizational Development
Employer Université Laval
Job Title President
Employer PaperLift Document Editing
Job Title Director of Implementation & Partnerships
Employer BC Centre on Substance Use
Job Title Associate Professor
Employer University of Calgary
These statistics show data for the Doctor of Philosophy in Educational Studies (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.
2023 | 2022 | 2021 | 2020 | 2019 | |
---|---|---|---|---|---|
Applications | 58 | 77 | 80 | 65 | 83 |
Offers | 10 | 7 | 7 | 10 | 8 |
New Registrations | 5 | 7 | 3 | 6 | 5 |
Total Enrolment | 48 | 51 | 54 | 58 | 59 |
These videos contain some general advice from faculty across UBC on finding and reaching out to a supervisor. They are not program specific.
This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.
Year | Citation |
---|---|
2024 | Dr. Kostandy examined a networked movement of Egyptian public school teachers on Facebook. Her research reveals teachers' material, moral and legal conditions. She proposes a framework to understand the notion of justice in the Global South. |
2024 | Dr. Hardman listens to stories from Indigenizers applying Indigenous Storywork principles and her own Sto:lo teachings to understand deeply and interact with these stories. Storywork Listening shines light on six themes for Indigennizing. We learn that it is not easy but it is possible to Indigenize the Future: One Heart at a Time. |
2023 | Dr. Schrewe examined medical education policies to understand how physicians are formed to work for health equity in Canada. Based on these findings, he argued that the training system be re-designed to educate physicians as medical citizens who use their medical expertise to work for the equitable distribution of the public good of health care. |
2023 | Sanctioned by First Nation organizations in BC, Dr. Padam's pioneering work in online Indigenous educational technology programs led to in-person knowledge sharing with 90 of the 203 Indigenous communities throughout BC. His autobiographical research reflects upon past and current local BC Indigenous realities as exemplified nationally by the TRC. |
2023 | Dr. Jamal's study on ethnocultural pluralism and the International Baccalaureate's Primary Years Programme explored how an ethic of respect for ethnocultural diversity may be reflected in educational discourses. The study generated findings around issues of representation and teachers' pedagogical practices in different geopolitical contexts. |
2023 | Dr. Al-Muftah analyzes Qatar University to explore evolving trends in higher education internationalization, emphasizing shifts over time and space. This study urges policymakers to move beyond Euro-American perspectives, promoting localized concepts for internationalization. |
2023 | As the Global North increasingly recruits international post-secondary students as so-called ideal immigrants, the role of higher education is shifting. Dr. Brunner described this distinct form of immigration as edugration and, focusing on Canada, explored its complexities related to settler colonialism, surveillance, border imperialism, and justice. |
2023 | Dr. Pickthall explored how BC nursing school educators facilitate student learning in international field schools. Her research participants described an instructional process grounded in transformational learning theory. The study provides recommendations for BC nursing schools and faculty who are new to facilitating international field schools. |
2023 | Dr. Ignatovich's work challenges Western-centric views on lifelong learning in Russian and Soviet history. It explores education-related terms in Russian discourse and identifies five unique lifelong education models. The findings benefit policymakers, educators, and scholars studying non-Western modernity projects and education models. |
2022 | Dr. Glick examined how public mass gun violence (PMGV) is linked to histories of colonization. She illustrates how PMGV does not begin the moment the trigger is pulled and provides alternative social practices that could alleviate the violence and promote peace. |
Same specialization.
Specialization.
Educational Studies offers concentrations in Adult Learning and Education; Higher Education; Society, Culture and Politics in Education; and Educational Administration and Leadership.
Program website, faculty overview, academic unit, program identifier, classification, social media channels, supervisor search.
Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .
I mean what’s not to love about UBC? You get to live in Vancouver AND get a degree from one of the top universities in the world! I suppose I should also mention that UBC is one of the few institutions globally with a significant research focus on health education. I’m very fortunate to be part of...
UBC’s strong expertise in academic leadership and visionary approach to doctoral education resonates with my career ambition of becoming a resourceful academic leader and a potent agent of change in doctoral education in Mongolia. Moreover, I was eager to be supervised by leading researchers in...
UBC captured my heart with the Longhouse, with Sto:lo professors, with Musqueam Elders and with the everyday reminders that Indigenous students are welcome here. To be reflected and included in the everyday life of the institution strengthens my heart with every step I take.
This city won’t disappoint. It has it all: sea, parks, mountains, beaches and all four seasons, including beautiful summers and mild, wet winters with snow.
Important Notice |
---|
The program accepts students every other year (even years). The next intake is scheduled for . |
The Doctor of Philosophy (Ph.D.) in Education program is offered to qualified candidates, normally by full-time study. It consists of courses, a comprehensive exam, and a thesis, and can be completed in four years of full-time study. Under the supervision of a committee of faculty members, the doctoral program prepares graduates for faculty and leadership positions in educational settings.
The Ph.D. (Education) program commences in the Fall semester and the deadline for application is February 1st . Please refer to application submission deadlines .
Please visit the links provided in the table below to learn more about the Ph.D. (Education) admission/application process.
Ph.D. (Education) |
---|
Note: Applicants are strongly encouraged to identify a supervisor (faculty member) for their study at the time of application. Please review the academic profiles of current faculty members to learn more about their research areas and contact information.
Please visit the link provided in the table below to learn more about the Ph.D. (Education) program requirements.
For additional program information please refer to:
Ph.D. (Education) Program Information |
---|
Please visit the links provided in the table below to learn more about program costs and funding opportunities.
Ph.D. (Education) Program Costs and Funding |
---|
Students are required to apply online to have information formally assessed. Applications and official supporting documents are to be submitted to the School of Graduate Studies by the application deadline . Complete detailed application packages are expected by the deadline date. Applications may be submitted online by following the process outlined at School of Graduate Studies-Application Package .
The University of Manitoba campuses are located on original lands of Anishinaabeg, Ininew, Anisininew, Dakota and Dene peoples, and on the National Homeland of the Red River Métis. More
University of Manitoba Winnipeg, Manitoba Canada, R3T 2N2
Gain an in-depth understanding of theories within the field of education. The University of Manitoba PhD in Education focuses on educating teaching professionals as researchers, helping graduates work to enhance understanding and improve professional practice.
Admission requirements.
• Faculty of Education • Faculty of Graduate Studies
• PhD in Education
Study with us, meet our researchers.
The Faculty of Education is an advanced educational research institute, providing you the chance to study and work with faculty members actively engaged in research.
Our research community brings together diverse perspectives and spans a variety of areas. Together, our researchers and educators aim to enhance understanding and improve professional practice within the field of education.
It is strongly recommended that all PhD applicants review the bios of our faculty researchers to determine who would have the expertise to support their research program.
Learn about our researchers
Education students benefit from interactions with students, faculty and staff in a number of shared spaces.
Our wide-ranging facilities include an Indigenous student community space, the Anna and Inga Storgaard Learning Commons, drama and music classrooms, a computer lab and science lab.
Numerous faculty-specific and university-wide funding opportunities are available to Faculty of Education graduate students to support academic and research goals.
To earn your PhD, you must demonstrate independent research capability. The program consists of coursework, a candidacy exam, and a substantial research component.
Expected duration: 3+ years
Tuition and fees: Tuition fees are charged for terms one and two and terms four and five. A continuing fee is paid for term three, term six and each subsequent term. (Refer to Graduate tuition and fees .)
Students must complete 21 credit hours of coursework including a minimum of nine credit hours in the program area; a minimum of six credit hours in a support area; and a minimum of six credit hours of research methods.
Students in the Individualized PhD program can take Doctoral Seminar 1 and Doctoral Seminar 2 to satisfy the Support Area course requirements. In addition, there is an Advanced Research Methodology course offered exclusively for PhD students. Students will work with their Advisor to determine the courses in their plan.
Note that not all PhD courses listed in the Academic Calendar are offered every year. Future graduate course offerings are listed on the Education website .
For full course descriptions, please visit the Academic Calendar .
The Candidacy Examination is normally taken after successful completion of all coursework. The purpose of the written candidacy examination is to assess the student’s preparedness in: the major program area (which normally constitutes the major or field of specialization); the support area(s) of study; and research methods. The examination is set by the student’s Advisory Committee and approved by the Doctoral Studies Committee. The examination will consist of a series of questions based on completed coursework provided to the student.
An essential feature of PhD study is the student’s demonstration of competence to complete a research project and present the findings. The thesis must constitute a distinct contribution to knowledge in the major field of study, and the research must be of sufficient merit to be, in the judgement of the examiners, acceptable for publication. The student will work under the guidance of their Advisory and Advisory Committee in preparing a thesis proposal and final thesis. The final thesis will be reviewed by an external examiner before proceeding to a final oral examination.
To qualify for admission to the PhD in Education program, you must have a minimum of:
Admission to the Individualized PhD program is highly competitive. Meeting these requirements does not guarantee acceptance into the program.
In addition to the admission requirements described here, all applicants must meet the minimum admission and English language proficiency requirements of the Faculty of Graduate Studies.
The PhD in Education program has one application deadline per year and applications are accepted for September entry only. Applications must be completed online and include several parts:
Applications are reviewed on a committee basis . The Admissions committee for Architecture reviews applications in March.
Applications open up to 18 months prior to start term.
Term | Annual application deadline |
---|---|
Fall (September) | January 15 |
Term | Annual application deadline |
---|---|
Fall (September) | December 1 |
Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated.
Start or continue your application
Applications are reviewed on a committee basis . The Admissions committee for City Planning reviews applications in March.
Winter applications are accepted on a case-by-case basis.
Applications are reviewed on a committee basis . The Admissions committee for Design and Planning reviews applications in March.
Term | Annual application deadline |
---|---|
Fall (September) | January 10 |
Applications are reviewed on a committee basis . The Admissions committee for Interior Design reviews applications in March.
Applications are reviewed on a committee basis . The Admissions committee for Landscape Architecture reviews applications in March.
Term | Annual application deadlines |
---|---|
Fall (September) | January 15 |
Applications are reviewed on a committee basis . The Admissions committee for Anthropology reviews applications in March/April.
Applications are reviewed on a committee basis . Please contact the department for admission committee review timelines.
Applications open September 1 of year prior to start term.
Applications open up to 18 months prior to start term.
Term | Annual application deadline |
---|---|
Fall (September) | May 1 |
Winter (January) | September 1 |
Term | Annual application deadline |
---|---|
Winter (January) | June 1 |
Fall (September) | January 15 |
Term | Annual application deadline |
---|---|
Winter (January) | June 1 |
Fall (September) | January 15 |
Applications are reviewed on a committee basis . The Admissions committee for History reviews applications in February.
Applications are reviewed on a rolling basis .
Applications open July 1 of year prior to start term.
Term | Annual application deadline |
---|---|
Fall (September) | March 15 |
Term | Annual application deadline |
---|---|
Fall (September) | February 1 |
Applications are reviewed on a Committee basis . The Committee for German and Slavic Studies reviews applications in February/March.
Term | Annual application deadlines |
---|---|
Fall (September) | May 1 |
Winter (January) | September 1 |
Term | Annual application deadlines |
---|---|
Winter (January) | June 1 |
Fall (September) | February 1 |
Applications are reviewed on a rolling basis .
Term | Annual application deadline |
---|---|
Fall (September) | May 1 |
Term | Annual application deadline |
---|---|
Fall (September) | March 1 |
Term | Annual application deadlines |
---|---|
Fall (September) | May 1 |
Winter (January) | October 1 |
Term | Annual application deadlines |
---|---|
Fall (September) | March 1 |
Winter (January) | July 1 |
Applications are reviewed on a committee basis . The Admissions committee for Management reviews applications in February / March.
Applications are reviewed on a committee basis . The Admissions committee for Physical Therapy reviews applications in April / May.
Applications open August 1 of the year prior to start term.
Term | Annual application deadline |
---|---|
Fall (August) | November 15 |
Term | Annual application deadline |
---|---|
Fall (September) | June 1 |
Winter (January) | October 1 |
Summer (May) | February1 |
Term | Annual application deadline |
---|---|
Fall (September) | March 1 |
Winter (January) | July 1 |
Summer (May) | November 1 |
Applications are reviewed on a committee basis . Please contact the department for admission committee review timelines.
Term | Annual application deadline |
---|---|
Fall (September) | June 1 |
Winter (January) | October 1 |
Term | Annual application deadline |
---|---|
Fall (September) | March 1 |
Winter (January) | July 1 |
Term | Annual application deadline |
---|---|
Summer (July) | September 1 |
Applications are reviewed on a committee basis . The Admissions committee for Orthodontics reviews applications in August/September and holds interviews in September/October.
Term | Annual application deadline |
---|---|
Summer (June) | August 1 |
Program currently undergoing review, applications will not be opening at this time.
Term | Annual application deadline |
---|---|
Summer (July) | August 15 |
Select Preventive Dental Science in the Program drop-down on the application form.
Term | Annual application deadline |
---|---|
Fall (August) | June 1 (year prior to start term) |
Term | Annual application deadline |
---|---|
Fall (September) | August 1 |
Applications are reviewed on a committee basis . The Admissions committee for Educational Administration, Foundations and Psychology reviews applications in March / April.
Term | Annual application deadline |
---|---|
Fall (September) | January 8 |
Summer (May) | January 8 |
Term | Annual application deadline |
---|---|
Fall (September) | January 8 |
Applications are reviewed on a committee basis . The Admissions committee for Education reviews applications in February / March.
Term | Annual application deadline |
---|---|
Fall (September) | December 1 |
Term | Annual application deadline |
---|---|
Fall (September) | May 1 |
Winter (January) | September 1 |
Summer (May) | January 4 |
Term | Annual application deadline |
---|---|
Fall (September) | February 1 |
Winter (January) | June 1 |
Summer (May) | October 1 |
Applications are reviewed after the deadline, with decisions issued in March - April.
Term | Annual application deadline |
---|---|
Fall (September) | June 1 |
Winter (January) | October 1 |
Summer (May) | February 1 |
Term | Annual application deadlines |
---|---|
Fall (September) | June 1 |
Winter (January) | October 1 |
Summer (May) | February 1 |
Term | Annual application deadlines |
---|---|
Fall (September) | March 1 |
Winter (January) | July 1 |
Summer (May) | November 1 |
Term | Annual application deadlines |
---|---|
Fall (September) | May 1 |
Winter (January) | September 1 |
Summer (May) | January 4 |
Term | Annual application deadlines |
---|---|
Fall (September) | February 1 |
Winter (January) | June 1 |
Summer (May) | October 1 |
Term | Annual application deadlines |
---|---|
Fall (September) | May 1 |
Winter (January) | September 1 |
Summer (May) | January 15 |
Currently not accepting applications to this program.
Applications are reviewed on a committee basis . Please contact the department for admission committee review timelines.
Term | Annual application deadlines |
---|---|
Fall (September) | March 1 |
Winter (January) | June 1 |
Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated. Applications received by the March 1 deadline for a September start-date will receive first consideration for any available funding. Late applications will be considered on a case-by-case basis for any available funding, please contact the department for further information.
Applications are reviewed on a committee basis . The Admissions committee for Human Rights reviews applications in January - March.
Applications are reviewed on a committee basis . The Admissions committee for Law reviews applications in January - March.
Term | Annual application deadline |
---|---|
Fall (September) | December 15 |
Applications are reviewed on a committee basis . The Admissions committee for Nursing (MN) reviews applications in April / May.
Term | Annual application deadline |
---|---|
Fall (September) | November 1 |
Applications are reviewed on a committee basis . The Admissions committee for Nursing PhD reviews applications in February / March.
Applications are reviewed on a committee basis . The Admissions committee reviews applications as per the timelines noted below each table.
Term | Annual application deadlines |
---|---|
Fall (September) | May 15 |
Winter (January) | September 15 |
Summer (May) | January 15 |
Winter applications reviewed in October Summer applications reviewed in February Fall applications reviewed in June
Term | Annual application deadlines |
---|---|
Fall (September) | January 15 |
Winter (January) | May 15 |
Summer (May) | September 15 |
Winter applications reviewed in June Summer applications reviewed in October Fall applications reviewed in February
Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated. This includes having the support of a faculty supervisor before you apply.
Applications are reviewed on a committee basis . The Admissions committee for Natural Resources Management reviews applications in March - June.
Term | Annual application deadline |
---|---|
Fall (September) | June 1 |
After the annual application deadline (see below), applications are reviewed on a committee basis by the Faculty of Social Work internal admissions committee. Once this process is complete, decisions are sent to all applicants in March / April.
Applications open July 1 of year prior to start term.
Term | Applications open | Annual application deadline |
---|---|---|
Fall (September) | July 1 | December 1 |
Applications are reviewed on a committee basis . The Admissions committee for Social Work reviews applications in March / April.
Term | Applications open | Annual application deadline |
---|---|---|
Fall (September) | July 1 | January 15 |
Term | Applications open | Annual application deadline |
---|---|---|
Fall (September) | July 1 | October 15 |
Applications are reviewed on a committee basis . The Admissions committee for Music reviews Fall term applications in December / January, and Winter term applications in July.
Term | Annual application deadlines | Audition dates |
---|---|---|
Fall (September) | December 1 | January 22-27, 2024 |
Winter (January) | Winter intake currently suspended |
Term | Annual application deadlines |
---|---|
Fall (September) | June 1 |
Winter (January) | October 1 |
Applications are reviewed on a committee basis . The Admissions committee for Occupational Therapy reviews applications in May / June.
Master of Occupational Therapy regular program applications open September 15 of the year prior to deadline .
Term | Annual application deadlines |
---|---|
Fall (August) | February 1 |
Term | Annual application deadlines |
---|---|
Fall (August) | January 15 |
Master of Occupational Therapy accelerated program applications open October 1 of the year prior to deadline .
Term | Annual application deadlines |
---|---|
Fall (August) | May 1 |
Winter (January) | October 1 |
The name of your confirmed supervisor is required at the time of application. To identify a prospective thesis research supervisor on your application, please contact Immunology Faculty members .
Applications are reviewed on a committee basis . The Admissions committee for Community Health Sciences reviews applications in March / April.
Term | Annual application deadline |
---|---|
Fall (September) | January 10 |
The name of your preferred supervisor is required at time of application.
Applications are reviewed on a committee basis . Students selected for in-person interview will be notified in February.
Term | Applications open | Annual application deadline |
---|---|---|
Fall (September) | November 15 | January 11 |
Applications are reviewed on a committee basis . The Admissions committee for Physician Assistant Studies reviews applications in April.
Offers of admission will be released to successful applicants on May 17, 2024 from the University of Manitoba Master of Physician Assistant Studies, the same day as the University of Toronto BScPA Program and McMaster University Physician Assistant Education Program. The three institutions are pleased to provide applicants their offers on the same day to help with the decision-making process.
Applications are reviewed on a committee basis . The Admissions committee for Pharmacology and Therapeutics reviews applications one month after the application deadline.
Applications for Pathology MSc are reviewed on a rolling basis .
Applications for Pathologist Assistant are reviewed on a committee basis . The Admissions committee for Pathologist Assistant reviews applications in April / May.
The Pathologist Assistant program only admits Canadian and US students every two years. The next intake is tentatively scheduled for Fall 2026.
Term | Applications open | Annual application deadlines |
---|---|---|
Fall (September) | April 1 (Pathology MSc) October 1 (Pathologist Assistant) | March 31 (Pathologist Assistant) June 1 (Pathology MSc) |
Term | Applications open | Annual application deadlines |
---|---|---|
Fall (September) | April 1 | March 1 (Pathology MSc) |
Term | Annual application deadlines |
---|---|
Fall (September) | February 1 |
Winter (January) | May 1 |
Term | Annual application deadlines |
---|---|
Fall (September) | February 1 |
Winter (January) | June 1 |
Term | Annual application deadlines |
---|---|
Summer (May) | February 1 |
Term | Annual application deadlines |
---|---|
Fall (September) | February 15 |
Winter (January) | June 15 |
Summer (May) | October 15 |
Applications are reviewed on a committee basis . The Admissions committee for Statistics reviews applications in March / April.
Term | Annual application deadlines |
---|---|
Fall (September) | February 1 |
Term | Annual application deadlines |
---|---|
Fall (September) | February 15 |
Winter (January) | Winter intake currently suspended. |
Applications are reviewed on a committee basis . The Admissions committee for Biological Sciences reviews applications one month after deadline.
Applications are reviewed on a committee basis . The Admissions committee for Indigenous Studies reviews applications in February and June.
Term | Annual application deadlines |
---|---|
Fall (September) | January 15 (for scholarship consideration) May 15 |
Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated. For those who wish to be considered for scholarships, applications must be received by January 15 of the year in which you're seeking admission.
Applications are reviewed on a committee basis . The Admissions Committee for Applied Human Nutrition reviews applications in February.
Term | Applications open | Annual application deadline |
---|---|---|
Fall (September) | October 1 | January 6 |
Term | Annual application deadlines |
---|---|
Fall (September) | March 1 |
Winter (January) | July 1 |
Term | Annual application deadline |
---|---|
Fall (September) | February 15 |
Les demandes d’admission sont évaluées par un comité . Le comité d’admission évalu les demandes durant les mois de Mars et Avril.
Les demandes peut être surmise jusqu’à concurrence de 18 mois avant le début de premier trimestre.
Session | date limite |
---|---|
automne (septembre) | 1 juin |
hiver (janvier) | 1 octobre |
été (mai) | 1 février |
Session | date limite |
---|---|
automne (septembre) | 1 mars |
hiver (janvier) | 1 juillet |
été (mai) | 1 novembre |
Toute demande d’admission en ligne doit être déposée, avec documents à l’appui, au plus tard aux dates indiquées.
Soumettre ou continuer votre application
Learn about our education researchers and find an advisor to help oversee your studies.
Education students are eligible for faculty-specific as well as university-wide funding opportunities.
Learn about tuition and fee requirements associated with graduate studies at UM.
Explore program requirements and detailed descriptions for required and elective courses throughout the PhD program.
Help shape the lives of students and the future of your community. Our mission is to enhance the study and practice of education through teaching, research, scholarship and service.
Discovery happens here. Join the graduate students and researchers who come here from every corner of the world. They are drawn to the University of Manitoba because it offers the opportunity to do transformational research.
With over 140 programs across multiple faculties, schools and colleges, the University of Manitoba offers more learning, teaching and research opportunities than any other post-secondary institution in the province.
Join students from around the world in a diverse and supportive community.
Be adventurous, challenge yourself and make a difference.
Experience a world-class education in the heart of Canada
We offer state-of-the-art facilities with 140 years of history.
Faculty of Graduate Studies Room 500 UMSU University Centre 65 Chancellors Circle University of Manitoba (Fort Garry campus) Winnipeg, MB R3T 2N2 Canada
[email protected] Phone: 204-474-9377
Monday to Friday 8:30 a.m. to 4:30 p.m.
Faculty of Education 203 Education Building, 71 Curry Place University of Manitoba Winnipeg, MB R3T 2N2 Canada
Graduate Program Email: [email protected] Undergraduate Program Email: [email protected]
Phone: 204-474-9004 1-800-432-1960 ext 9004 Fax: 204-474-7551
Take a deep dive into the topic you love with a phd, at the university of ottawa, you can:.
“One of the reasons I chose the University of Ottawa is for its multidisciplinary or multi-university thesis committees available to students in their first year of doctoral studies.”
Valérie Costanzo, LL.B., LL.M., lawyer, PhD candidate
The University of Ottawa has many scholarships or financial support options available to you. As a doctoral candidate, there is also the option to earn money while gaining valuable experience through teaching and research assistantships.
“Supervising doctoral students is a privilege: it allows for the discovery of new research challenges and for the development of sustainable relationships.”
Emmanuelle Bernheim, LL.D., PhD, Full professor, Faculty of Law, Civil Law Section
PhD Cohort 2019
PhD Cohort 2018
PhD Cohort 2017
The focus on educational sustainability translates to research and teaching that crosses cultures, disciplines and nationalities and embraces a global vision of education.
The PhD in Education provides opportunities to contribute to educational research and discourse while earning a degree that facilitates leadership in a variety of fields including, but not limited to, education, health, social work, and administration.
Our doctoral program combines two summer residencies with Fall/Winter online learning
Grounded in the context of a post-modern society, and recognizing the importance of multiple perspectives, this Ph.D. in Education (Educational Sustainability) program will prepare students from a variety of fields, such as education, health, social work, social justice and administrative leadership, for sustainable educational practices in the 21st century.
By sustainable practice we mean conducting research, teaching, and learning across disciplines, cultures, and nationalities and embracing a global vision of education that develops self-knowledge and an understanding that the relationship of the self to people, to nature, and to the designed environment is fundamental in becoming an educated person.
Educational Sustainability means that within the program students and faculty members will be asking questions that take into account the social context in which we live, and consider the ways in which the world is interrelated. The purpose is to build capacity to meet the needs of present and future academics and professionals working in various social science fields who will leave the program prepared to move beyond the status quo of 20th century standard practice to create real and virtual educational environments where active learning and multiple perspectives are the foundations of individual and institutional action. The degree is designed for educators within the school system, and within the professions more generally, who will become engaged citizens who can think critically and are prepared to accept individual responsibility for the well-being of society.
Graduate Learning Outcomes - MEd (page 1) and PhD (page 2)
(Please carefully review the document as the learning outcomes for each program are different)
Through a variety of courses, a comprehensive exam and a Dissertation (research Thesis), the Ph.D. in Education (Educational Sustainability) program has the following learning outcomes for students:
Please use the links to the left to learn more about the Ph.D. in Education program at Nipissing University.
You may also review the Ph.D. Handbook .
For general inquiries regarding the Ph.D. in Education Program please contact us at [email protected]
Ph.D. Handbook Review the requirements, policies, and procedures of the Ph.D. program
Proposed GSE course schedule
Confirmed GSE course schedule The confirmed course schedule is posted here each term prior to course registration
Nipissing University Bookstore Order textbooks for your courses from our online bookstore
Register for courses
Nipissing University Research Ethics Board (NUREB) and TCPS2 Online Tutorial Find the most up-to-date policy on research ethics along with the appropriate research ethics forms. All graduate students who are planning to apply for NUREB approval for a Thesis, MRP, or Dissertation research study must complete the free online TCPS2 tutorial before applying.
Nipissing University sits on the territory of Nipissing First Nation, the territory of the Anishnabek, within lands protected by the Robinson Huron Treaty of 1850. We are grateful to be able to live and learn on these lands with all our relations.
November 29, 2021
To help educators better navigate the increasingly complex and constant changes to educational frameworks, Ontario Tech University now offers an ease-of-access online applied research degree for working professionals.
Ontario Tech’s Doctor of Education (EdD) is a graduate degree program positioned at the core of the modern digital landscape. The fully online program allows educators working in elementary and secondary schools, universities, colleges, and in public and private sector organizations to address challenges that require sophisticated and research-informed responses.
Graduates are prepared to analyze complex problems of practice and use collaborative skills to develop innovative solutions to community issues.
The cross-faculty and interdisciplinary EdD program focuses on specific aspects of the use of technology in education, including digital practice.
It draws on Ontario Tech faculty members from a wide range of programs within the faculties of Education, Science, Health Sciences, Social Science and Humanities, Business and Information Technology, and Engineering and Applied Science.
Roger Anderson’s legacy lives on with Regional Chair’s Classic
Ontario Tech University to host Opioid Crisis Symposium on June 16
Facial recognition research and partnership could have significant impact on future of policing
Another great example of why Ontario Tech research experts are in high demand
Thesis-based, on campus degree
The Doctor of Philosophy (PhD) in Leadership draws upon the social sciences and humanities to prepare researchers and practitioners for the analysis and resolution of issues and problems related to educational policy and the direction and management of schools, school systems, other institutions, and governmental bodies concerned with public and private education. This program prepares graduates for administrative and research-related careers with an understanding of organizational change in the field of educational leadership.
Important deadlines & information.
Application Dates
Application opens: September 1 Application deadline: December 1 Official supporting document deadline: December 1-No Exceptions
Students must use the online application found at the How to Apply page.
Program Delivery
The PhD in Educational Research is a full-time program that is normally delivered on campus for the first two years of the program for either a Summer term start or a Fall term start.
Admission requirements are also outlined in the University Calendar .
In addition to the Faculty of Graduate Studies admission requirements, Graduate Programs in Education requires:
Admission Portfolio
Applicants to the Doctor of Philosophy program are encouraged to submit an Admission Portfolio containing examples of their work. The purpose of the Admission Portfolio is to give applicants the opportunity to provide additional documentation that demonstrates their suitability and qualification for doctoral studies. The Admission Portfolio is particularly relevant for program applicants who do not hold a thesis-based master’s degree.
The Doctoral Admission Portfolio may contain the following:
a) Thesis (if applicable).
b) Reports.
c) Research grants or scholarships.
d) Articles.
e) Curriculum documents.
f) Non-print materials, (e.g. multimedia).
g) Evidence of relevant prior learning (see below).
h) Personal statement documenting research skills and interests.
The Doctoral Admission Portfolio must include a Table of Contents and an Executive Summary that outlines the contents of the Portfolio.
Relevant Prior Learning Considerations
In exceptional circumstances, individuals who do not meet formal academic requirements but who have significant life achievements may be considered for admission to the program. The candidates must provide Graduate Programs in Education with evidence demonstrating a potential to undertake successfully the proposed program of studies. Such candidates are advised to make early contact with Graduate Programs in Education, and supply additional supporting documents as part of their application package, such as:
a) Evidence of personal continuing education/training.
b) Results in these continuing education efforts.
c) Experience in a field related to the aspired degree.
d) Evidence of successful management of people, resources, finances, situations.
e) Increasing or varying responsible positions in organizations related to the aspired degree.
f) Work-related products, e.g. reports, programs of learning or training, handbooks, videos, manuals, workshops, seminars.
g) Evidence of personal growth in knowledge, understanding, management skills, and intellectual resources.
h) Evidence of innovation.
i) Evidence of leadership or co-ordination responsibilities.
Advanced Credit
The applicant must make advanced credit request as part of the admission process. Credit will not be given for course work taken as part of another completed degree/diploma, or for courses taken to bring grade point average to a required level for admission.
Graduate Programs in Education does not normally accept undergraduate courses for credit toward graduate degrees.
Admission Note
In all these cases, the decision whether or not to admit the applicant rests with the Dean of the Faculty of Graduate Studies.
Admission to all graduate programs is highly competitive due to limited enrollment capacities. Meeting the minimum requirements does not guarantee admission.
All graduate programs are governed by the Faculty of Graduate Studies. In the case of any conflict, regulations of the Faculty of Graduate Studies Calendar take precedence over material on this website. Please consult the Faculty of Graduate Studies Calendar for University of Calgary graduate admission requirements.
Please check Application Process for details.
Offers of admission are valid only for the term to which applications are made.
Applications, transcripts and all supporting documents must be submitted 11:59 pm MT on the application deadline date for each program. Please visit the FGS applicant transcript page to answer frequently asked questions on transcripts.
For additional information on transcripts and where to send them, please visit our How to Apply page.
References Two (2) academic references are required. References will be asked to complete an online reference form. No hard copy letters of reference or documents will be accepted.
Please see the Faculty of Graduate Studies' advice on finding references for your application.
References are due by the application deadline, so you should complete the online application earlier in order to give your referees sufficient time to submit their reference. Referees will receive notification on how to submit their reference after you submit your application and are due on the application deadline regardless of when they receive the notification. Please ensure that your references are aware of the supporting document submission deadline. Applications without completed reference forms will be considered incomplete after the application deadline has passed.
Statement of Intent and Admission Portfolio Applicants must submit a written statement of intent and are encouraged to submit an admission portfolio as part of the application to the PhD in Educational Research program.
Hard copy statements of intent and admission portfolio components will not be accepted. Please ensure that you are using the online application system to submit these documents.
Information on tuition and fees can be found in the University Calendar .
Please visit the candidacy and dissertation section of our website for information.
The Werklund School of Education provides funding opportunities for full-time doctoral students admitted to the on-campus program, for the first 4 years in program.
Awards and Scholarships
Applicants to the program are encouraged to apply for internal and external scholarships.
As a Graduate Student, you are expected to devote the time, effort, and energy necessary to engage in scholarship. You will determine the specific milestones and requirements of your program of study in consultation with the Faculty of Graduate Studies Calendar and with your graduate supervisor.
An integral part of the student experience is working closely with a supervisor on the development and completion of a research project. A graduate supervisor mentors graduate students through regular meetings and research training aimed at research, scholarship, teaching and professional development. Graduate supervisors support students in the timely completion of their programs.
As a Graduate Student, you are expected to meet with your graduate supervisor on a regular basis. While each student-supervisor relationship is unique, graduate supervisors can assist graduate students in a number of ways: advising on course selection, applying for awards and scholarships, obtaining research funds, applying for teaching assistant and sessional teaching opportunities, developing track records in refereed publications and conference presentations, getting involved in leadership and service, and encouraging and supporting apprenticeship in a research community of practice (collaborative review of papers, grants, academic writing, and data analysis).
A supervisor is normally appointed at the time of admission to the PhD program.
Sylvia Parks Graduate Program Administrator (GPA) 403.220.4105, [email protected]
Dr. Shelleyann Scott, [email protected]
At a glance.
Athabasca University’s online Doctor of Education in Distance Education is a professional doctoral degree for distance education practitioners and those with related career experience.
A journey of a thousand miles starts with a single step. Sign up to receive more information from AU and start your education with us.
At Athabasca University, we're proud to offer North America's first online Doctor of Education in Distance Education (EdD). Designed for professionals in distance education, adult education, and related fields, this 18-credit doctoral program provides you with the advanced skills and research opportunities you need to excel in leadership roles. The program is accessible and flexible for working professionals, with one intake per year and an online grouped study format that includes a 1-week, on-site orientation.
Normally, admission requirements include a master’s degree in a relevant field with a minimum grade point average (GPA). See full Doctor of Education in Distance Education admission requirements
Tuition and fees, career options.
The EdD provides rigorous preparation for advanced responsibilities and leadership in the distance-learning field, including:
Research is an important focus, as you will be expected to make an original and significant contribution to their profession as part of your doctoral program. Research opportunities include:
More conceptual or theoretical interests may also be accommodated.
AU is a global leader in distance education teaching, scholarship, and program innovation. You will be learning from leaders in the field.
As a professional doctoral degree, the EdD program provides a relevant and accessible learning context designed for the working professional. This program may be of interest to:
The Doctor of Education in Distance Education is an 18-credit online doctoral program. You must normally complete the entire program through Athabasca University. (Inquire if you have questions.)
Application deadline | Start date |
---|---|
Jan. 31 | May |
There is only 1 EdD intake each year. The application deadline is in January, and classes start in May. An orientation in Edmonton or Athabasca for 1 week is a program requirement. All courses are online grouped study, with defined start and end dates. As noted above, the program includes a 5-day on-site orientation.
Finish this program in as little as 4 years of study. You can take up to 5 years to complete all requirements.
Understanding how higher education fees and tuition are calculated is important to ensure you stay within your budget and make informed decisions.
We're dedicated to supporting your academic goals and committed to helping you overcome financial barriers by providing many funding and award options.
The following fees are effective Jan. 1, 2024, to Aug. 31, 2024. All fees are quoted in Canadian dollars and are subject to change. Academic-related fees are exempt from the Federal Goods and Services Tax (GST). GST is added to all other goods and services, for example, workshops, some publications, self-help seminars, and Athabasca University promotional sales items.
The EdD fees consist of a yearly program fee and individual course fees. The annual program fee is paid in three installments (see the example below). Individual course fees are due by the course registration deadline.
If a company or other organization is sponsoring your tuition, we will require a Letter of Guarantee.
Program application fee (non-refundable) required each time a person applies: | $184 |
Yearly program fee (non-refundable) payable in 3 equal installments of $1,810 annually: | $5,430 |
Course tuition fee (per course) EdD Course Tuition fees now include a Course Administration and Technology fee of $306 and a Course Materials fee of $30 per course. The Athabasca University Graduate Students Association (AUGSA) fee of $14 per credit is included in the above course tuition fees. | $5,515 |
Letter of Permission fee | $93 |
Course extension fee | $312 |
Transfer credit evaluation fee (one time) | $325 |
Course withdrawal processing fee | $423 |
Continuation fee (per 4 month period beyond the first 4 years of the program)* | $1,810 |
Type of fee | Amount |
---|---|
Program application fee | $184 |
Program fee: 1st installment, due April 1 | $1,810 |
Program fee: 2nd installment, due Jan. 1 | $1,810 |
Program fee: 3rd installment, due May 1 | $1,810 |
EDDE 801: May - Dec. | $5,515 |
EDDE 802: Jan. start | $5,515 |
Program fee: 4th installment, due Sept. 1 | $1,810 |
Program fee: 5th installment, due Jan. 1 | $1,810 |
Program fee: 6th installment, due May 1 | $1,810 |
EDDE 803: Sept. start | $5,515 |
EDDE 804: Jan. start | $5,515 |
Program fee: 7th installment, due Sept. 1 | $1,810 |
Program fee: 8th installment, due Jan. 1 | $1,810 |
Program fee: 9th installment, due May 1 | $1,810 |
EDDE 805: Sept. start | $5,515 |
Candidacy exam (Jan. - Aug.)† | |
EDDE 806 (Jan., May, or Sept. start)† | $5,515 |
Program fee: 10th installment, due Sept. | $1,810 |
Program fee: 11th installment, due Jan. | $1,810 |
Program fee: 12th installment, due May | $1,810 |
Dissertation Defence | |
* Students may take up to 5 years to complete their degree. After year 4 (12 installments of $1,810 already paid), there will be a continuation fee of $1,810 payable each 4-month term.
†Should Candidacy and/or EDDE 806 not be completed in year 3, they may be completed in year 4. Students work towards completing their dissertation in year 4. Please note that students must pay a minimum of 12 program installments even if they complete the program in less than 4 years
Fee information effective Jan. 1, 2024, to Aug. 31, 2024.
At Athabasca University, our Doctor of Education in Distance Education (EdD) program is thoughtfully structured to facilitate collaborative learning and professional growth. The program is cohort-based, admitting around 12 students each year who will generally progress through the program together, offering you a chance to network and learn within a diverse community of skilled professionals. Your journey kicks off with a mandatory 5-day orientation, combining instruction, program planning, and community-building activities. The coursework is paced and sequential, featuring 6 core online courses along with important milestones like the proposal defence and dissertation, ensuring you meet the highest standards of proficiency in scholarship, research, and teaching.
To complete the program you will need to fulfill all the general requirements of the Doctor of Education in Distance Education.
Our program regulations can give you an idea of what courses you need to finish this program, and how to plan the order you’ll take them in. If you’re feeling stuck, our academic advisors can help.
Program regulations
Below are some of the courses that our students take in this program. Please consult an advisor to confirm any course planning , as some of these courses may not apply to you.
With a Doctor of Education in Distance Education from Athabasca University, you'll be well-equipped for high-level roles in distance and adult education, including academic research, policy development, and program planning. Whether you're eyeing positions as a senior educational administrator, instructional design specialist, or a consultant in educational technologies, this credential will give you the expertise to lead and innovate in your field.
Depending on your experience and goals, some careers may include:
Additional information that you need to know about AU and this program.
We'll send you helpful information about programs, financial options, applying, and studying at AU.
News & Events
Instructor & Staff Resources
Work With Us
Student experiences.
June 07, 2022
For graduand and student speaker Joanna Fraser, her passion and drive for reconciliation and nursing education comes from a lifelong journey of professional and personal experiences, beginning as a child immigrating to Canada from Nakaru East Africa.
BMC Medical Education volume 24 , Article number: 892 ( 2024 ) Cite this article
Metrics details
International Medical Graduates (IMG) are an essential part of the international physician workforce, and exploring the predictors of success and failure for IMGs could help inform international and national physician labour workforce selection and planning. The objective of this study was to explore predictors for success for selection of IMGs into high stakes postgraduate training positions and practice and not necessarily for informing IMGs.
We searched 11 databases, including Medline, Embase and LILACS, from inception to February 2022 for studies that explored the predictors of success and failure in IMGs. We reported baseline probability, effect size in relative risk (RR), odds ratio (OR) or hazard ratio (HR) and absolute probability change for success and failure across six groups of outcomes, including success in qualifying exams, or certificate exams, successful matching into residency, retention in practice, disciplinary actions, and outcomes of IMG clinical practice.
Twenty-five studies (375,549 participants) reported the association of 93 predictors of success and failure for IMGs. Female sex, English fluency, graduation recency, higher scores in USMLE step 2 and participation in a skill assessment program were associated with success in qualifying exams. Female sex, English fluency, previous internship and results of qualifying exams were associated with success in certification exams. Retention to work in Canada was associated with several factors, including male sex, graduating within the past five years, and completing residency over fellowships. In the UK, IMGs and candidates who attempted PLAB part 1, ≥ 4 times vs. first attempters, and candidates who attempted PLAB part 2, ≥ 3 times vs. first attempters were more likely to be censured in future practice. Patients treated by IMGs had significantly lower mortalities than those treated by US graduates, and patients of IMGs had lower mortalities [OR: 0.82 (95% CI: 0.62, 0.99)] than patients of US citizens who trained abroad.
This study informed factors associated with the success and failure of IMGs and is the first systematic review on this topic, which can inform IMG selection and future studies.
PROSPERO: CRD42021252678.
Peer Review reports
An increasing number of International Medical Graduates (IMGs), defined as physicians who graduated from medical schools outside the countries where they intend to practice, are migrating to economically advanced countries. IMGs are a vital part of the international physician workforce, and many countries greatly depend on this IMG physician workforce. In the UK in 2018, around 33% of registered doctors graduated outside the UK [ 1 ]. IMGs represent 24% of Canadian physicians [ 2 ] and 25% in the United States in 2010 [ 3 ] and only 47% of medical practitioners in Australia were born in Australia [ 4 ]. Employing IMGs comes at tremendous cost savings to the accepting country. In 2013, Australia had saved approximately US$1.7 billion in medical education costs through the arrival of foreign-born medical practitioners over the preceding five years [ 4 ].
Competition for IMGs applying to IMG postgraduate training positions is fierce in Western countries, and lawsuits initiated by unsuccessful IMGs have emerged to challenge the system, which have led to the need to be able to legally defend selection decisions [ 5 ]. This raises the need for an evidence-based, defensible, and transparent system for selecting and recruiting IMGs to postgraduate training positions. Moreover, postgraduate training of an IMG in their new country is resource intensive and expensive (£485,380 per general practitioner trainee in the UK) [ 1 ]. Furthermore, there has been evidence from several countries, including the UK [ 6 ], Australia [ 7 , 8 , 9 , 10 , 11 ] and Canada [ 12 , 13 ], that certain IMGs are more likely to have complaints and suspensions, censure and lawsuits against them. Therefore, it is crucial to identify predictors of success in training, certification exams, and professional practice, as well as the risk of disciplinary actions, during the selection process [ 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 ]. The leading author (IS) of this review conducted two observational studies [ 14 , 15 ] to investigate the determinants of success among IMGs in Canada. This exposed the need for an international systematic review to comprehensively understand the factors associated with success.
The main objective of this systematic review is to investigate the predictors of success and failure of IMGs in postgraduate training or practice in their new country.
We followed the Synthesis without meta-analysis (SWiM) in systematic review reporting guideline [ 22 ] and registered our review (PROSPERO Identifier: CRD42021252678). This systematic review did not require ethics approval.
An academic librarian (NW) developed and implemented the search strategy by using controlled vocabulary and keywords representing the concepts [International medical graduates], [success and failure] and [predictors and risk factors] on Medline (OvidSP)[1946-present], Cochrane Central Register of Controlled Trials (Cochrane Library, Wiley)[Issue 1 of 12, January 2022], BIOSIS Citation Index (Web of Science)[1969-present], CINAHL (EBSCOHost), Embase (OvidSP), ERIC (EBSCOHost), Global Health (OvidSP), LILACS ( https://pesquisa.bvsalud.org/portal/ ), Science Citation Index (Web of Science)[1900-present], PsycINFO (OvidSP)[1806-present] and Scielo ( https://scielo.org/en ) from inception to February 28, 2022, without any language or date restriction (eTable 1 ). We reviewed reference lists of eligible studies and related reviews for additional potentially eligible articles. We have set up an automatic alert for our search strategies to inform us of recent publications.
We included prospective and retrospective observational studies in any language that: (1) enrolled IMGs who are defined to be physicians working or in postgraduate training in a country other than their country of training, and (2) investigated predictors for success or failure in IMGs during training or practice, utilizing adjusted analyses—comprising any type of regression or the use of ANCOVA or MANCOVA—to demonstrate the association between predictors and outcomes.
Pairs of reviewers independently screened titles and abstracts identified through our literature searches for relevance to the research question. Before the formal screening process, we performed multiple rounds of screening to achieve agreement. For each round, 50 titles and abstracts and 10 full texts were used for pilot screening. Pairs from the same set of reviewers independently assessed the full texts of all potentially eligible articles based on the predetermined selection criteria. All conflicts were resolved through discussion to reach consensus, and if needed, a senior reviewer (IS) was involved. We used online Covidence systematic review software, Veritas Health Innovation, Melbourne, Australia, available at www.covidence.org , to facilitate literature screening.
After data extraction, we decided to enhance our reporting by grouping outcomes into six categories. We defined success as a binary outcome, where a candidate passes a qualifying or certificate exam, matches for residency, and continues to practice in the new country. Conversely, failure was defined as not meeting any of these criteria. Similarly, achieving a higher score on a scale was considered a success for continuous outcomes. Additionally, we classified lawsuits, complaints, suspensions, and censure as types of failure. Regarding clinical outcomes, higher mortality or increased rates of opioid prescriptions were also classified as failures.This refinement will provide a clearer and more organized presentation of the results: (1) success in qualifying exams, e.g. Medical Council of Canada Qualifying Examination (MCCQE); Educational Commission for Foreign Medical Graduates (ECFMG) clinical skill assessment and integrated clinical encounter exams in USA - United States Medical Licensing Examination parts (USMLE); (2) success in matching for residency; (3) success in certification exams for getting licensed and practice medicine e.g., Certification examinations of College of Family Physicians of Canada (CFPC), Royal College of Physicians and Surgeons of Canada (RCPSC), American board of family medicine (ABFM) certificate; (4) retention of IMGs to practice in the new country where the IMG had completed additional postgraduate training, (5) being disciplined or receiving complaints, and (6) clinical outcomes of patients managed by IMGs, e.g. mortality of patients treated by IMGs vs. local medical graduates or quality of practice issues identified as per best practice guidelines (e.g. prescription considerations such as opioid prescription).
We used a modified checklist for critical appraisal and data extraction for systematic reviews of prediction modeling studies (CHARMS-PF) for predictors [ 23 ]. The CHARMS checklist provided detailed guidance about the key items across 11 domains grouped into nine main categories: (1) study design, (2) study population features, (3) outcome measurement methods and their validity, (4) predictors and adjusted measures of association with outcomes, (5) sample size, (6) missing data, (7) analysis, (8) results, (9) interpretation and discussion. (eTable 2 ).
Pairs of reviewers extracted data independently. Reviewers resolved disagreements by discussion or by consultation with an adjudicator when required. When a study reported more than one regression model, we used the model with the largest number of predictors.
The same pairs of reviewers assessed the risk of bias (RoB) independently and in duplicate using the QUIPS-PF (Quality in prognostic factor studies) tool. We used the following criteria to assess the risk of bias among observational studies (eFigure 1 ): (1) representativeness of the study population; (2) proportion of missing data (≥ 20% was considered high risk of bias); (3) predictor measurement; (4) validity of outcome assessment; (5) statistical analysis and reporting; (6) whether predictive models optimally adjusted by included, at minimum, age and sex [ 24 ].
Due to the diverse methods used in assessing success and failure, conducting a meta-analysis was not feasible. Instead, we organized studies based on outcomes, when available, reported the baseline probability for each outcome and a measure of association [relative risk (RR), odds ratio (OR), or hazard ratio (HR)], along with the corresponding 95% confidence interval and absolute probability change for each predictor.
We identified 1,955 unique records, of which a total of 25 studies met our eligibility criteria (Fig. 1 ). We received one citation [ 25 ] from the automatic alert system, designed to notify us of newly published references. We included three studies [ 12 , 26 , 27 ] that reported predictors of success and failure; however, they did not use adjusted analysis. Two eligible studies [ 14 , 15 ] had population overlap, and we reported the results for predictors supported with larger populations.
Flow diagram of study selection
We included 23 retrospective observational studies, one prospective cohort study [ 28 ], and one case-control study for a total of 25 studies included [ 29 ] Seven studies were from Canada [ 12 , 14 , 15 , 27 , 30 , 31 , 32 ], eight from the USA [ 25 , 26 , 29 , 33 , 34 , 35 , 36 , 37 ], seven from the United Kingdom [ 1 , 38 , 39 , 40 , 41 , 42 , 43 ], and one each from Australia [ 7 ], Sweden [ 28 ] and Finland [ 44 ]. Four were single-institution studies. Wherever funding was acknowledged, it was from an official educational grant or government grant (Table 1 ).
Eleven of twenty-five (44%) studies were rated as having a low risk of bias. Two (8%) were rated as having a moderate risk of bias. Twelve (48%) were rated as having a high risk of bias. Five studies did not enroll a representative study population, six studies reported high losses to follow-up, seven studies did not measure predictors, five studies did not use valid tools to measure outcomes, the regression model in nine studies did not adjust for one of age and sex and the regression model did not adjust for all predictors (eTable 3 ).
Twenty-five studies (375,549 participants) reported the association between 93 independent variables with six outcome groups in IMGs. To optimize the reporting and interpretation of the results of this systematic review, the authors identified six groups of outcomes based on their similarity.
We identified two studies [ 30 , 34 ] that explored predictors of success in qualifying exams in the USA and Canada. One study [ 34 ] showed that female candidates were more likely to pass the Integrated Clinical Encounter (ICE) [OR: 2.64 (95%CI: 2.31, 3.03)] and Doctor-Patient Communication (COM) components of the clinical skills assessment (CSA) [OR: 2 (95%CI: 1.71, 2.39)] for ECFMG certification.
Mathews (2017) [ 30 ] demonstrated that sex was not associated with success in the MCCQE2 in Canada (Table 2 ) (eFigure 2 ). Van Zanten (2003) [ 33 ] showed that candidates with higher TOEFL scores were more likely to pass the ICE and COM. Additionally, native English language-speaking candidates had a very high likelihood of passing COM [OR: 6.85 (95%CI: 3.81, 12.29)].
Van Zanten (2003) [ 34 ] showed that candidates with higher scores on the USMLE step 2 were more likely to pass the CSA. Mathews (2017) [ 30 ] showed that IMGs who participated in a skills assessment program had a very high likelihood with high variability of passing the MCCQE2 [OR:9.60 (95%CI: 1.29, 71.63)] (Table 2 ).
Regarding graduation recency, candidates who graduated ≤ 5 years had more success on the COM exam in the USA [OR: 1.54 (95%CI:1.32, 1.81)] [ 34 ]. Conversely, candidates who graduated ≥ 6 years ago were more likely to pass the MCCQE2 in Canada [OR:3.45 (95%CI: 1.52, 7.69)] [ 30 ].
We identified one study [ 29 ] that investigated predictors of IMGs matching into an ophthalmology residency, which showed that having three letters of recommendation from US ophthalmologists [OR: 6.2 (95%CI:2.54, 15.16)], a USMLE step 1 score ≥ 236 [OR: 3.22 (95%CI: 1.38, 7.49)], having received an academic award [OR:1.12 (95%CI:1.03, 1.22)], having high-impact journal publications [OR: 2.99 (95%CI:1.51, 5.72)], and having US research experience [OR: 2.95 (95%CI:1.31, 6.67)] were associated with successful matching into ophthalmology residency in the USA. Furthermore, the results showed that doing postgraduate clinical training, including a surgical internship for ≥ 3 years in the USA, reduced the success rate for matching into an ophthalmology residency in the USA [OR: 0.26 (95%CI: 0.12, 0.58)] [ 29 ] (eTable 3 ).
Nine studies informed predictors of success/failure in certification exams.
Five studies reported conflicting evidence on the association between age and success in certification exams. While one study demonstrated that a decrease in age (younger age) was associated with greater success in the College of Family Physicians of Canada [OR = 1.76 (1.32, 2.33)] and the Royal College of Physicians and Surgeons of Canada certification exams [OR = 1.54 (1.08, 2.18)] in Canada [ 15 ] a similar study indicated that younger candidates were more successful in the licensing exam in Sweden [ 28 ]. However, another study showed that age increment was associated with more success in Membership of the Royal College of Pediatrics and Child Health part 1B examination outcome [OR = 0.71 (0.53, 0.97)] in the UK [ 41 ] (Table 3 ) (eFigure 3 ). The remaining two studies [ 39 , 44 ] showed a statistically non-significant association between age and success in certification exams.
Six studies [ 15 , 30 , 39 , 41 , 42 , 44 ] explored the associations between female gender and success in certification exams, with five studies [ 15 , 30 , 39 , 41 , 44 ] indicating that female candidates were more likely to succeed in various certification exams [ 1 ] (Table 3 )(Fig. 2 ).
Association of female gender and success in certificate exams
Two studies showed that English fluency was associated with more success in both components of the College of Family Physicians examination, the Royal College of Physicians and Surgeons certification examination in Canada and the Clinical Skills Assessment (CSA) component of the Royal College of General Practitioners Membership in the UK [ 1 , 15 ] (eTable 5 ).
We identified two studies [ 39 , 43 ] with conflicting results regarding the relationship between ethnicity and success in certification exams. Bessant (2006) [ 42 ] reported White graduates were more likely to pass the practical assessment of clinical examination skills examination of the MRCP in the UK [OR:2.04 (95%CI: 1.42, 2.94)], while Tiffin (2014) [ 39 ] demonstrated that being White was not associated with Annual Review of Competence Progression in the UK (eTable 5 ).
Our search identified three studies that explored the association between the place of graduation and success in certification exams. Two studies showed that graduates from the UK vs. IMGs were more likely to pass the Membership of the Royal College of Paediatrics and Child Health MRCPCH [OR: 3.17 (95%CI: 2.41, 4.17)] and PACES (practical assessment of clinical examination skills) examination of the MRCP (Royal College of Pediatrics, UK) [ 42 ] [OR: 4.87(95%CI:3.86, 5.72)]. We also identified a study that showed graduates from European vs. non-European universities were very likely to pass the Clinical Skills assessment in 3rd-year residency in the UK [ 41 ] [OR: 21.3 (95%CI: 5.6, 91.3)] (Table 3 ).
In terms of previous experience, Schabort (2014) demonstrated that candidates with a prior internship were more likely to pass the Royal College of Physicians and Surgeons of Canada (RCPSC) examination on their first attempt [ 14 ] [OR:4.09 (95%CI: 1.24, 13.5)] (Table 3 ).
To explore the association between qualification exams and success in licensing exams in the USA, we identified one study which showed that lower USMLE Step 2 CK [OR:0.99 (95%CI: 0.98, 0.99)] and in training examination scores through years 1–3 of residency [OR:0.99 (95%CI: 0.99, 0.99)] were marginally associated with failing to obtain ABFM certification in the USA. Conversely, higher scores on the spoken English proficiency component of the USMLE Step 2 was associated with failing ABFM certification [OR:1.04 (95%CI: 1.02, 1.06)] [ 33 ] (Table 3 ).
Explaining the association between qualification exams and success in certificate exams in the UK, results of one study revealed that higher scores in the clinical problem-solving test [Coefficient for Linear regression 0.05 (95%CI: 0.04, 0.07)] and Situational Judgment Test [Coefficient Linear regression 0.07 (95%CI: 0.05, 0.09)] were associated with higher scores in the clinical skills assessment component of the Membership of the Royal College of General Practitioners (MRCGP) exam in the UK [ 1 ]. Bessant (2006) also showed that candidates who passed the part 2 written test on the first attempt were more likely to pass the PACES (Practical Assessment and Clinical Skills Examination) component of the MRCP in the UK [OR:3.64 (95%CI:2.31, 5.73)] [ 43 ] (Table 3 ).
We identified a study that showed that recent graduates who received their MD degree ≤ 5 years ago were more likely to work in Canada within two years after Postgraduate training [OR: 1.36 (95%CI: 1.03, 1.79)], and IMGs who were eligible for full licensure were more likely to work in Canada [OR:3.72 (95%CI:2.30, 5.99)] [ 30 ] Furthermore, residency vs. fellowship candidates were more likely to work in Canada [OR: 2.63 (95%CI: 1.59, 4.35)] [ 31 ] (eTable 5 ).
One study showed that when comparing family medicine and specialty IMGs, family medicine candidates were more likely to work in rural communities [OR: 2.32 (95%CI: 1.33, 4.17)], and male IMGs were more likely to work in rural communities [OR: 1.77 (95%CI: 1.16, 2.70)] [ 30 ].
One study showed that completing a post-residency clinical fellowship was associated with following an academic career amongst IMGs [OR: 1.73 (95%CI: 1.01, 2.96)] [ 37 ] (eTable 5 ).
One study demonstrated that males [HR: 2.73 (95%CI: 1.90, 3.93)], IMGs with higher International English Language Testing System (IELTS) speaking scores [HR: 1.39 (95%CI: 1.13, 1.72)] and IMGs who attempted to pass the Professional and Linguistic Assessment of the General Medical Council in the UK (PLAB 1) after ≥ 4th attempts [HR: 2.30 (95%CI: 1.26, 3.59)] and PLAB 2 at ≥ 3rd attempts [HR: 2.45 (95%CI:1.44, 4.18)] were more likely to be censured by the General Medical Council (GMC) in the UK [ 38 ]. Furthermore, one study conducted in Australia showed that being an IMG was associated with attracting complaints [OR:1.24 (95%CI: 1.13, 1.36)] and being adversely disciplined [ 7 ] [OR: 1.41 (95%CI: 1.07, 1.85)] (eTable 6 ).
We identified a study with unadjusted results showing that IMGs had a higher risk of being disciplined than North American medical graduates [ 12 ] [OR = 1.58 (95%CI: 1.38, 1.82)] (eTable 8 ).
One study showed that mortality rates in patients were lower when treated by non-US trained IMGs vs. US medical graduates or US citizens trained abroad [OR: 0.91 (95%CI: 0.86, 0.96)] [ 36 ]. Each additional score of the physician’s USMLE Step 2 CK examination decreased the likelihood of mortality in patients treated by that physician [OR: 0.998 (95%CI: 0.996, 0.999)] [ 35 ]; and patients of non-US trained IMGs had a 20% lower likelihood of mortality [OR: 0.82 (95%CI: 0.62, 0.99)] than patients treated by US citizens trained abroad [ 35 ] (eTable 7 ).
Another study [ 32 ] showed that male IMG physicians in the US were more likely to prescribe opioids [ 31 ] [OR:1.11 (95%CI: 1.03, 1.19)] (eTable 9 ) and US IMG specialists, including internists, medical specialists, surgeons, and emergency medicine specialists, were less likely to prescribe opioids vs. primary care physicians. IMG physicians practicing in the north [OR: 0.63 (95%CI: 0.58, 0.69)] and west regions [OR: 0.88 (95%CI: 0.80, 0.96)] were less likely to prescribe opioids vs. physicians from the southern US [ 31 ] (eTable 7 ).
It is imperative to recognize that IMGs apply in large numbers for postgraduate training in their new country, competing for a limited number of positions. For example, in the 2023 Canadian Residency Service Match, 2105 IMGs registered, of which 555 (26.3%) were matched into a postgraduate residency position [ 45 ]. Furthermore, Canadian and US citizens who are unsuccessful at securing a medical school position in their country, are leaving their country of citizenship to complete medical school training elsewhere and then return to have to compete as an IMG with immigrant IMGs for postgraduate training positions in their country [ 46 ]. Medical schools often have less background information about IMG applicants compared to local graduates, where the Medical School Performance Record (MSPR) or other customary variables are available to aid in the file review, selection to interviews, and ranking process. This clearly demonstrates the importance of identifying predictors for IMG success and failure in residency and practice employment from the data available at the application; and highlights the need for a transparent, evidence-based, and defensible selection process for IMGs.
Although a pooled association measure would be more informative for decision-makers, we were unable to pool data statistically for a single pooled result due to diversity in outcome assessment methods. Yet, we identified six groups of outcomes. We have summarized the evidence in a narrative format, highlighting the association between various predictors and each outcome while acknowledging the uncertainty inherent in this evidence. Despite these limitations, it remains the most comprehensive evidence available to inform decisions regarding the selection of IMGs.
We found that female sex, English fluency and higher scores in previous qualification exams were associated with more success in the CSA components of the Educational Commission for Foreign Medical Graduates (ECFMG) exams [ 34 ]. Given that females demonstrate higher exam success compared to males in our systematic review, this trend may be attributed to their superior performance in topics like Ob/Gyn and stronger skills in data gathering, communication skills, clinical skills and note-writing [ 34 , 47 ]. Additionally, factors such as cultural integration, exemplified by Finnish immigrants [ 44 ] and the global imbalance in healthcare opportunities for women, provide more opportunities for highly qualified female IMGs to succeed [ 15 ]. However, conflicting findings suggest a need for further study to clarify these associations conclusively. Qualitative evidence synthesis is increasingly prioritized in decision-making processes for complex areas like this.
Three letters of reference from US ophthalmologists, a USMLE step 1 score > 236, high-impact journal publications, and US research experience were associated with more success in Ophthalmology residency matching [ 29 ]. The association between the number of recommendation letters from US ophthalmologists suggests a preference over non-US letters for several reasons: Residency committees may value letters from US physicians with whom they have professional relationships; these letters demonstrate the applicant’s ability to make productive mentoring relationships; they signify approval from a physician trained in the US system; and letters from non-US physicians unfamiliar with the US match process may lack sufficient commentary on valued applicant characteristics. It should be noted that the number of letters of support as a predictor of matching in residency reflects several complex factors, such as work ethics, professional collaboration, and interpersonal relationships [ 29 ].
The evidence also showed that age decrement was associated with more success in certification exams in Canada [ 15 ] The findings of European studies showed notable inconsistencies regarding the association between age and success in certification exams [ 28 , 39 , 42 , 44 ]. All studies [ 15 , 39 , 41 , 44 ] except one [ 42 ] showed that females were more successful in passing licensing exams or had more satisfactory progress in competence. We found inconsistent results on the relationship between White ethnicity and certification assessment success [ 39 , 43 ]. The results showed that candidates who graduated from UK and European medical schools were more likely to pass the MRCPCH writing test [ 42 ] and clinical skills assessment (CSA) [ 41 , 43 ] in the UK. Possible reasons for these findings include familiarity with the culture and reduced language barriers. However, none of these factors can conclusively explain the findings [ 43 ]. Further investigation is needed to determine if these differences show real differences in skills.
Among all previous experiences of internship, residency and research, Schabort [ 14 ] showed that previous internship was associated with success in the RCPSC certification exams in Canada.
Considering previous exams and qualifications, the USMLE step 2 CK scores, in-training exams performance in 1st − 3rd-year residency were associated with residents’ performance in the ABFM certification exam [ 33 ]. Higher scores in the Clinical problem-solving and situational judgment tests were associated with success in the Royal College of General Practitioners (MRCGP) exam in the UK [ 1 ].
One study showed that male candidates who graduated ≤ 5 years ago, were eligible for a full license, and completed residency vs. fellowships were more likely to remain and work in Canada [ 31 ].
We identified a study that reported being male, higher scores in the speaking module of the IELTS and attempting to pass the PLAB1 ≥ 4 times and PLAB2 ≥ 3 times were more likely to be disciplined by the GMC in the UK [ 38 ]. The authors of this study suggested that making the PLAB or replacement assessment more stringent and raising the required standards of language reading and listening and clinical skills competency, as well as capping the number of PLAB resits permitted, may result in fewer fitness to practice events in IMGs.
Regarding clinical performance, one study showed that relative mortality risks were 20% lower when non-US trained IMGs treated patients than US citizens trained abroad [ 35 ].
Since the current evidence is derived from observational studies, the certainty of evidence is low. The observed association between predictors and outcomes indicates a significant relationship, yet it does not establish causation. Given the multifactorial nature of each association, it is important to note that these findings are indicative. Caution should be exercised when interpreting this evidence.
This review is the first and only systematic review on this topic using rigorous Cochrane-endorsed methodological tools (CHARMS, CHARMS-PF) to explore the predictors for success and failure in IMGs using variables available at the time of selection. Strengths of our review include explicit eligibility criteria and a comprehensive search without language restriction that identified 25 studies exploring predictors of success and failure for IMGs through adjusted analysis. We also assessed the risk of bias for each study using the QUIPS tool [ 24 ]. Whenever possible, we reported baseline probability for the outcome and presented the association as both relative and absolute measures transparently and explicitly to optimize interpretation.
The main limitation was excessive diversity in measuring outcomes, which made meta-analysis impossible to perform, and it provided more limited information for decision-makers. The results of this review are limited by the quality of primary studies available for inclusion, as more than half of the studies have a moderate to high risk of bias.
The main objective of this systematic review was to investigate the predictors of success and failure of IMGs in postgraduate training or practice in their new country. The studies encompassed in this systematic review span across Australia, Canada, Finland, the United Kingdom, the United States of America, and Sweden—making it the only study of its kind internationally. These studies identified predictors for success in qualifying or certification examinations, success in matching to a postgraduate residency position, or retention of an IMG to practice in their new country after the country had invested in training them. Moreover, these studies identified predictive factors for instances where IMGs were disciplined or faced complaints at medical boards in three countries. These findings are notably serious and warrant close attention. Another significant finding was predictors for mortality of patients treated by IMGs and predictors for clinical competence of IMGs in practice.
These predictors are worthy of the attention of all organizations and international policymakers involved in IMG selection, and the result of this review could assist in exploring predictors for success for IMG selection into postgraduate training or employment.
The datasets supporting the conclusions of this article are included within the article and its additional files.
Patterson F, Tiffin PA, Lopes S, Zibarras L. Unpacking the dark variance of differential attainment on examinations in overseas graduates. Med Educ. 2018;52(7):736–46.
Article Google Scholar
CIHI. Canadian Institute of Health Information. Physicians in Canada, 2016: Summary Report. Ottawa, ON: CIHI; 2017.
Google Scholar
Huijskens EGW, Hooshiaran A, Scherpbier A, Van Der Horst F. Barriers and facilitating factors in the professional careers of international medical graduates. Med Educ. 2010;44(8):795–804.
Negin J, Rozea A, Cloyd B, Martiniuk ALC. Foreign-born health workers in Australia: an analysis of census data. Hum Resour Health. 2013;11(1):1–9.
Fayerman P. Canadian doctors educated abroad file lawsuit, say limits on B.C. residency training are unfair. Vancouver Sun. 2018.
Dyer C. Rate of serious complaints against UK doctors is higher for those qualifying outside Europe. BMJ: Br Med J (Online). 2009;338.
Elkin K, Spittal MJ, Studdert DM. Risks of complaints and adverse disciplinary findings against international medical graduates in Victoria and Western Australia. Med J Australia 2012;197(8):448–52.
Studdert DM, Spittal MJ, Elkin K. Risks of complaints and adverse disciplinary findings against international medical graduates in Victoria and Western Australia. Med J Australia. 2013;198(5):258–258.
Elkin KJ, Spittal MJ, Elkin DJ, Studdert DM. Doctors disciplined for professional misconduct in Australia and New Zealand, 2000–2009. Med J Aust. 2011;194(9):452–6.
Breen KJ. Risks of complaints and adverse disciplinary findings against international medical graduates in Victoria and Western Australia. Med J Aust. 2013;198(5):257–8.
Zubaran C. Risks of complaints and adverse disciplinary findings against international medical graduates in Victoria and Western Australia. Med J Aust. 2013;198(5):256–7.
Alam A, Matelski JJ, Goldberg HR, Liu JJ, Klemensberg J, Bell CM. The characteristics of international medical graduates who have been disciplined by professional regulatory colleges in Canada: a retrospective cohort study. Acad Med. 2017;92(2):244–9.
Jeyalingam T, Matelski JJ, Alam AQ, Liu JJ, Goldberg H, Klemensberg J, et al. The characteristics of physicians who are re-disciplined by medical boards: a retrospective cohort study. Joint Comm J Qual Patient Saf. 2018;44(6):361–5.
Schabort I, Mercuri M, Grierson LE. Predicting international medical graduate success on college certification examinations: responding to the thomson and cohl judicial report on IMG selection. Can Fam Physician. 2014;60(10):e478-e84.
Grierson LE, Mercuri M, Brailovsky C, Cole G, Abrahams C, Archibald D, et al. Admission factors associated with international medical graduate certification success: a collaborative retrospective review of postgraduate medical education programs in Ontario. Can Med Association Open Access J. 2017;5(4):E785–90.
Tamblyn R, Abrahamowicz M, Dauphinee WD, Hanley JA, Norcini J, Girard N, et al. Association between licensure examination scores and practice in primary care. JAMA. 2002;288(23):3019–26.
Tamblyn R, Abrahamowicz M, Dauphinee D, Wenghofer E, Jacques A, Klass D, et al. Physician scores on a national clinical skills examination as predictors of complaints to medical regulatory authorities. JAMA. 2007;298(9):993–1001.
Carlson ML, Archibald DJ, Sorom AJ, Moore EJ. Under the microscope: assessing surgical aptitude of otolaryngology residency applicants. Laryngoscope. 2010;120(6):1109–13.
Garrud P. Who applies and who gets admitted to UK graduate entry medicine?-an analysis of UK admission statistics. BMC Med Educ. 2011;11(1):71.
MacLellan A-M, Brailovsky C, Miller F, Leboeuf S. Clerkship pathway: a factor in certification success for international medical graduates. Can Fam Physician. 2012;58(6):662–7.
Grumbach K, Commentary. Adopting postbaccalaureate premedical programs to enhance physician workforce diversity. Acad Med. 2011;86(2):154–7.
Campbell M, McKenzie JE, Sowden A, Katikireddi SV, Brennan SE, Ellis S et al. Synthesis without meta-analysis (SWiM) in systematic reviews: reporting guideline. BMJ. 2020;368.
Moons KGM, de Groot JAH, Bouwmeester W, Vergouwe Y, Mallett S, Altman DG, et al. Critical appraisal and data extraction for systematic reviews of prediction modelling studies: the CHARMS checklist. PLoS Med. 2014;11(10):e1001744.
Grooten WJA, Tseli E, Äng BO, Boersma K, Stålnacke B-M, Gerdle B, et al. Elaborating on the assessment of the risk of bias in prognostic studies in pain rehabilitation using QUIPS—aspects of interrater agreement. Diagn Prognostic Res. 2019;3(1):1–11.
Norcini J, Grabovsky I, Barone MA, Anderson MB, Pandian RS, Mechaber AJ. The associations between United States Medical Licensing Examination Performance and outcomes of Patient Care. Acad Med. 2023:101097.
Kanna B, Gu Y, Akhuetie J, Dimitrov V. Predicting performance using background characteristics of international medical graduates in an inner-city university-affiliated internal medicine residency training program. BMC Med Ed. 2009;9(1):1–8.
Nayer M, Rothman A. IMG candidates’ demographic characteristics as predictors of CEHPEA CE1 results. Can Fam Physician. 2013;59(2):170–6.
Sturesson L, Heiding A, Olsson D, Stenfors, T. ‘Did I pass the licensing exam?’Aspects influencing migrant physicians’ results: a mixed methods study. BMJ Open. 2020;10(7):e038670.
Driver TH, Loh AR, Joseph D, Keenan JD, Naseri A. Predictors of matching in ophthalmology residency for international medical graduates. Ophthalmology. 2014;121(4):974–5. e2.
Mathews M, Kandar R, Slade S, Yi Y, Beardall S, Bourgeault I. Examination outcomes and work locations of international medical graduate family medicine residents in Canada. Can Fam Physician. 2017;63(10):776–83.
Mathews M, Kandar R, Slade S, Yi Y, Beardall S, Bourgeault IL. Retention patterns of canadians who studied medicine abroad and other international medical graduates. Healthc Policy. 2017;12(4):33.
Tamblyn R, Girard N, Boulet J, Dauphinee D. Habib B. Association of clinical competence, specialty and physician country of origin with opioid prescribing for chronic pain: a cohort study. BMJ Qual & Safety. 2022;31(5):340–52.
Peterson LE, Boulet JR, Clauser B. Associations between medical education assessments and American board of family medicine certification examination score and failure to obtain certification. Acad Med. 2020;95(9):1396–403.
Van Zanten M, Boulet JR, McKinley DW. Correlates of performance of the ECFMG Clinical skills assessment: influences of candidate characteristics on performance. Acad Med. 2003;78(10):S72–4.
Norcini JJ, Boulet JR, Opalek A, Dauphinee WD. The relationship between licensing examination performance and the outcomes of care by international medical school graduates. Acad Med. 2014;89(8):1157–62.
Norcini JJ, Boulet JR, Dauphinee WD, Opalek A, Krantz ID, Anderson ST. Evaluating Qual care Provided Graduates Int Med Schools. Health Affairs. 2010;29(8):1461–8.
Khalafallah AM, Jimenez AE, Camp S, Horowitz MA, Chiu I, Ryu D et al. Predictors of academic neurosurgical career trajectory among international medical graduates training within the United States. Neurosurgery. 2021;89(3):478–85.
Tiffin PA, Paton LW, Mwandigha LM, McLachlan JC, Illing J. Predicting fitness to practise events in international medical graduates who registered as UK doctors via the Professional and Linguistic Assessments Board (PLAB) system: a national cohort study. BMC Med. 2017;15(1):1–15.
Tiffin PA, Illing J, Kasim AS, McLachlan JC. Annual Review of competence progression (ARCP) performance of doctors who passed Professional and Linguistic Assessments Board (PLAB) tests compared with UK medical graduates: national data linkage study. BMJ. 2014;348.
Mehdizadeh L, Potts H, Sturrock A, Dacre, J. Prevalence of GMC performance assessments in the United Kingdom: a retrospective cohort analysis by country of medical qualification. BMC Med Ed. 2017;17(1):1–12.
Shaw B, Fox J, Brown J, Hart A, Mamelok J. An investigation of factors affecting the outcome of the clinical skills assessment (CSA) in general practice specialty training. Educ Primary Care. 2014;25(2):91–5.
Menzies L, Minson S, Brightwell A, Davies-Muir A, Long A, Fertleman C. An evaluation of demographic factors affecting performance in a paediatric membership multiple-choice examination. Postgrad Med J. 2015;91(1072):72–6.
Bessant R, Bessant D, Chesser A, Coakley G. Analysis of predictors of success in the MRCP (UK) PACES examination in candidates attending a revision course. Postgrad Med J. 2006;82(964):145–9.
Haukilahti RL, Virjo I, Mattila K. Success in licensing examinations of doctors from outside the European economic area: experiences from Finland 1994–2009. Educ Primary Care. 2012;23(5):342–9.
2023 CaRMS Forum. 2023 [cited 2023 2023]. https://www.carms.ca/pdfs/carms-forum-2023.pdf
Bartman I, Boulet JR, Qin S, Bowmer MI. Canadians studying medicine abroad and their journey to secure postgraduate training in Canada or the United States. Can Med Educ J. 2020;11(3):e13.
Unwin E, Potts HW, Dacre J, Elder A, Woolf K. Passing MRCP (UK) PACES: a cross-sectional study examining the performance of doctors by sex and country. BMC Med Educ. 2018;18:1–9.
Download references
The authors thank Dr. Farid Foroutan, PhD, for guidance on methodology and reporting results.
Authors and affiliations.
Department of Family Medicine, McMaster University, 1280 Main Street West, DBHSC 5th floor, Hamilton, ON, L8S 4L8, Canada
Inge Schabort & Neha Arora
Health Research Methodology, McMaster University, Hamilton, ON, Canada
Meisam Abdar Esfahani
Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada
Rachel Couban
Nuffield Department of Population Health, Bodleian Health Care Libraries, University of Oxford, Oxford, UK
Nia Wyn Roberts
Centre for Evidence-Based Medicine, University of Oxford, Oxford, UK
Carl Heneghan
Michael G. DeGroote Institute for Pain Research and Care, McMaster University, Hamilton, ON, Canada
Vahid Ashoorion
You can also search for this author in PubMed Google Scholar
IS, CH and VA conceived the study. RC and NR performed the literature search in consultation with IS and CH. MA, VA, IS and NA assisted with study organization and performed data analysis and critical revision of the manuscript. MA, VA, and IS provided writing and manuscript revision. All authors read and approved the final manuscript.
Correspondence to Inge Schabort .
Ethical approval.
Not applicable.
Competing interests.
The authors declare no competing interests.
Publisher’s note.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Below is the link to the electronic supplementary material.
Rights and permissions.
Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ .
Reprints and permissions
Cite this article.
Schabort, I., Esfahani, M.A., Couban, R. et al. Predictors for success and failure in international medical graduates: a systematic review of observational studies. BMC Med Educ 24 , 892 (2024). https://doi.org/10.1186/s12909-024-05837-w
Download citation
Received : 16 February 2024
Accepted : 29 July 2024
Published : 19 August 2024
DOI : https://doi.org/10.1186/s12909-024-05837-w
Anyone you share the following link with will be able to read this content:
Sorry, a shareable link is not currently available for this article.
Provided by the Springer Nature SharedIt content-sharing initiative
ISSN: 1472-6920
COMMENTS
Why do we ask this? By confirming your nationality, we can personalise the content on our site for you. (i.e. we can show you the scholarship, visa and tuition information that is most relevant to you).
Our program structure: Our full-time, four-year, on-campus program has three terms per year. You will take courses for the first year, then complete two comprehensive examinations before beginning your dissertation. Funding: All of our PhD students are provided with a minimum funding package of $20,000 per year, with average funding of $25,000 ...
Doctoral (Ph.D.) Programs. If you have a passion for research and innovation, then pursuing your PhD is your gateway to becoming an expert in your chosen field! At McGill Education, you will be mentored by world-class researchers and collabourate with in international scholars. The Faculty's doctoral students have the opportunity to play a role ...
Vancouver, BC Canada V6T 1Z2. Tel 604 822 5374. Fax 604 822 4244. Email [email protected]. The PhD in Educational Studies is a research-oriented doctoral program for students interested in any of the study areas offered in the department.
The PhD in Education will give you advanced knowledge of the qualitative and quantitative methods used in educational research. You will examine the disciplinary links between childhood and adult education and strengthen your understanding of underlying educational philosophies. Our program provides a solid foundation from which to pursue ...
The Doctor of Philosophy degree prepares scholars for leadership careers in research and teaching. Students engage with established and emerging ideas in the theory and practice of pedogogy, leading to comprehensive and specialized understanding of their area of study. Through original research, students help to open and extend the field of ...
Applicants are required to submit a file of their academic, career, and life experience for admission to the Doctoral Program. This file shall consist of: Faculty of Graduate Studies admissions application form. One official copy of transcripts of each post-secondary institution attended. Three letters of reference (at least two must be from ...
The PhD in Educational Studies is a research-oriented doctoral program for students interested in any of the study areas offered in the department, such as adult and community education and social movements; citizenship and human rights; continuing professional education; cultural politics, critical multiculturalism and feminist studies; educational leadership and policy; epistemology (the ...
The Doctor of Philosophy (Ph.D.) in Education program is offered to qualified candidates, normally by full-time study. It consists of courses, a comprehensive exam, and a thesis, and can be completed in four years of full-time study. Under the supervision of a committee of faculty members, the doctoral program prepares graduates for faculty and leadership positions in educational settings.
A graduate supervisor mentors graduate students through regular meetings and research training aimed at research, scholarship, teaching and professional development. Graduate supervisors support students in the timely completion of their programs. As a Graduate Student, you are expected to meet with your graduate supervisor on a regular basis.
The University of Calgary's Werklund School of Education is a destination of choice for highly qualified graduate students. We offer programs that are responsive, challenging, innovative and accessible. We develop and implement supports that improve student experience and success; provide rigorous and challenging programs responsive to ...
Doctorate in Health Professions Education. Specialization. Specializations in the Faculty of Education are available in the Master's of Art (M.A.) or Doctor of Philosophy (PhD) research programs. Specializations involve collaborations with other faculties, providing the study and research of a topic from multidisciplinary and ...
Program inquiries. Faculty of Education 203 Education Building, 71 Curry Place University of Manitoba Winnipeg, MB R3T 2N2 Canada. Graduate Program Email: [email protected] Undergraduate Program Email: [email protected] . Phone: 204-474-9004 1-800-432-1960 ext 9004 Fax: 204-474-7551
Contact the School of Graduate and Postdoctoral Studies: 905.721.8668 ext. 6209 [email protected]. The Doctor of Education is an applied research degree that is aimed at working professionals in K-12, universities, colleges, and in public and private sector organizations.
Ph.D. at uOttawa: research community. "Supervising doctoral students is a privilege: it allows for the discovery of new research challenges and for the development of sustainable relationships.". Emmanuelle Bernheim, LL.D., PhD, Full professor, Faculty of Law, Civil Law Section.
The Faculty of Education, University of Windsor, invites students to complete the Joint Ph.D. in Educational Studies degree in one of three Areas of Specialization: Policy and Leadership. Social/Cultural/Political Contexts of Education. Cognition and Learning. We are committed to methodological advances in educational research and the ...
Grounded in the context of a post-modern society, and recognizing the importance of multiple perspectives, this Ph.D. program in Educational Sustainability will prepare students from a variety of fields, such as education, health, social work, social justice and administrative leadership, for sustainable educational practices in the 21st century.
Ontario Tech's Doctor of Education (EdD) is a graduate degree program positioned at the core of the modern digital landscape. The fully online program allows educators working in elementary and secondary schools, universities, colleges, and in public and private sector organizations to address challenges that require sophisticated and ...
Studying Education in Canada is a great choice, as there are 27 universities that offer PhD degrees on our portal. Over 323,000 international students choose Canada for their studies, which suggests you'll enjoy a vibrant and culturally diverse learning experience and make friends from all over the world. We counted 37 affordable PhD degrees ...
The Doctor of Philosophy (PhD) in Leadership draws upon the social sciences and humanities to prepare researchers and practitioners for the analysis and resolution of issues and problems related to educational policy and the direction and management of schools, school systems, other institutions, and governmental bodies concerned with public and private education.
At Athabasca University, we're proud to offer North America's first online Doctor of Education in Distance Education (EdD). Designed for professionals in distance education, adult education, and related fields, this 18-credit doctoral program provides you with the advanced skills and research opportunities you need to excel in leadership roles.
Welcome to the Indigenous Education and Reconciliation Council (IERC) Faculty of Education. Programs. Graduate Studies. Doctoral Programs. MEd in Curriculum & Instruction: Children's and Young Adult Literature. MEd in Curriculum & Instruction: Contemplative Inquiry & Approaches in Education.
Search Education Graduate Programs. Graduate programs in Education are available in a wide range of topics, such as Curriculum and Instruction, Higher Education, TESL/ESL, K-12 Education, Special Education and more. What unites them is a commitment to preparing educators to better serve students and build a stronger, more effective educational ...
Grierson LE, Mercuri M, Brailovsky C, Cole G, Abrahams C, Archibald D, et al. Admission factors associated with international medical graduate certification success: a collaborative retrospective review of postgraduate medical education programs in Ontario. Can Med Association Open Access J. 2017;5(4):E785-90. Google Scholar