Research Paper Example: Medical Inequality Between Countries of the Developed, and Developing World

Currently in the world of medical students that are graduating from underdeveloping countries are have to relearn because the degree is not considered to be as valuable,  because of where it was achieved. People that graduate from less developed countries have their degree valued less, because the underdeveloped country is trusted as much as the more developed country even if the degree is the same, and therefore the student would have to restudy. Having the developed countries help the undeveloped would drastically improve the health situation, and give more opportunities to people.

Recognition of degrees in Germany compared with Ukraine

In an ideal world, all degrees would be treated equally no matter where they came from. However, in reality, educational systems vary, and the quality and depth of degrees also vary. So a degree in medicine earned in Ukraine may not have the same weight as one achieved in Germany. In Germany, the process of recognition allows job seekers to compare their existing qualifications with the closest German degree equivalent. It's an official process that is mandated by Federal law, And if your degree doesn't measure up, an additional study may be needed compared to Ukraine, other countries will not recognize Ukrainian degrees granted based on foreign documentation on prior education that does not give the relevant academic rights. This might have bad ramifications for the institution as well as the reputation of Ukraine's whole educational system. Meaning that a student that got his/her degree in Ukraine would stay in Ukraine because the student's degree wouldn’t be recognized. They would have to restudy the material in a different country to be able to continue their studies. This is not only happening in Ukraine. A lot of other undeveloped countries’ degrees wouldn’t be recognized by the developed countries because the country is underdeveloped.

Organizational Change

Organizational reform in the healthcare system has been demonstrated in recent years to impact care quality and to advance the Institute of Medicine's six goals by concentrating on system design and redesign. The focus is on improving organizational and individual skills where they have the most impact on the care process. Because improved care is the result of several processes working together, design and redesign interventions presume that just adding a new resource or a new process would not enhance care. Although change interventions are not generally employed in developing countries because they need significant planning and implementation resources, four related organizational change models have proven successful in improving provider practice in developing countries. In total having an organization, and improving underdeveloping countries’ medical systems, would positively impact the world.

Sharing Information on Quality Improvement Technology

The growth of new professional organizations, scientific publications, and institutions committed to exchanging ideas and breakthroughs in quality improvement has been fueled by worldwide interest in quality.) The Robert Wood Johnson Foundation, the Nuffield Trust, and the Institute for Healthcare Improvement promote improvement ideas, bring individuals and organizations together to learn from one another, and take action to accomplish outcomes. Although sharing information on good healthcare practices has long been a feature of provider education and training networks, sharing information on successful system-wide strategies for process improvement has the potential to speed up the scale-up of good practices.

The Council on Health Research for Development (COHRED), for example, works in developing nations to promote, support, and assess the Essential National Health Research plan in countries like Benin, Egypt, and Indonesia. COHRED aspires to create a system of efficient health research to improve health services, particularly care quality. Since 1990, the US Agency for International Development's Quality Assurance program has studied and shared information regarding quality in developing countries. Researchers have investigated and executed quality measurement and improvement treatments as part of the Quality Assurance project, and they've utilized these case studies to create a collection of tools and papers to encourage worldwide quality improvement.

Targeted Education and Professional Retraining, Training with Peer Review Feedback, Quality Assessment Perspectives

Continuing medical education is a popular method of enhancing clinical practice, however, it hasn't been shown to improve clinical practice or health outcomes. Targeted education, case-based learning, and interactive and multimodel teaching strategies are examples of newer techniques that have had some effectiveness. We can look at the Institute of Medicine's aims from two perspectives: patient perception, and technical or professional assessment. Patients' perceptions of quality depend on their characteristics and affect their compliance and follow-up decisions. Interpersonal relationships, cultural appropriateness, and gender sensitivity—long thought to be luxuries of wealthier countries—are also major determinants of patient access and utilization in developing countries. As a result of these findings, patient satisfaction and responsiveness have been added to the list of outcome measures. The technical evaluation focuses on whether providers adhere to clear evidence-based criteria or fulfill normative standards for appropriateness of care. Despite the importance of patient perception and satisfaction, researchers are increasingly relying on objective, evidence-based quality standards that may be more easily connected to better health outcomes at both the individual and community levels.

Why?

Having developed countries help the underdeveloped, by training and investing in medicine. It would help underdeveloped countries improve their health. Having this would also give students more choices, and freedom after they graduate. Through this countries would trust each other more.

How to solve the problem?

Create an organization of countries from which students that graduate from certain countries would have full connections to other countries, that are in that field. Having this would help underdeveloped countries attain access and help from the more developed countries. Also, the student that graduates from a country wouldn’t have to restudy the material and would be able to use his diploma anywhere in the respective field of countries. The field of countries would be defined by their health index, meaning that if 2 countries are relatively equal in the health index, students that graduate from the country would be able to study in the other country without having to relearn.