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dc.contributor.authorFosse, Anette
dc.contributor.authorAbelsen, Birgit
dc.contributor.authorGaski, Margrete
dc.contributor.authorGrimstad, Hilde
dc.date.accessioned2023-09-04T09:12:50Z
dc.date.available2023-09-04T09:12:50Z
dc.date.issued2023-01-10
dc.description.abstractIntroduction: Recruiting doctors in rural areas is challenging. Various educational interventions have been introduced in many countries. This study aimed to explore undergraduate medical education interventions introduced to recruit doctors to rural areas, and the results of these interventions. Methods: We undertook a systematic search using search words 'rural', 'remote', 'workforce', 'physicians', 'recruitment' and 'retention'. We included articles meeting the following criteria: educational interventions clearly described; study population consisted of medical graduates; and outcome measures included place of work (rural/non-rural) after graduation. Results: The analysis included 58 articles and encompassed educational interventions in ten countries. There were five main types of interventions, often used in combination: preferential admission from rural areas; curriculum relevant to rural medicine; decentralised education; practice-oriented learning in rural areas; and compulsory service periods in rural areas after graduation. The majority of the studies (42) compared place of work (rural/non-rural) of doctors graduated with and without these interventions. In 26 studies, odds ratio for rural place of work was significant at a level of 5%, with odds ratios between 1.5 and 17.2. Significant differences in the proportion with a rural/non-rural place of work were shown in 14 studies, differences ranging from 11 to 55 percentage points. Discussion: Changing focus of undergraduate medical education towards development of knowledge, skills and teaching arenas that equip doctors with competencies to work in rural areas has an impact on the recruitment of doctors in rural areas. Concerning preferential admission from rural areas, we will discuss if national and local contexts makes a difference.en_US
dc.identifier.citationFosse, Abelsen, Gaski, Grimstad. Educational interventions to ensure provision of doctors in rural areas - a systematic review. Rural and remote health. 2023;23(1):8125en_US
dc.identifier.cristinIDFRIDAID 2132218
dc.identifier.doi10.22605/RRH8125
dc.identifier.issn1445-6354
dc.identifier.urihttps://hdl.handle.net/10037/30650
dc.language.isoengen_US
dc.publisherJames Cook Universityen_US
dc.relation.journalRural and remote health
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2023 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleEducational interventions to ensure provision of doctors in rural areas - a systematic reviewen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution 4.0 International (CC BY 4.0)
Except where otherwise noted, this item's license is described as Attribution 4.0 International (CC BY 4.0)