This data set contains the number of students appearing for Foreign Medical Graduate Examination (FMGE)

Note: The data for 2012 to 2014 and 2015 to 2018 are mentioned cumulatively, no year wise categorisation for these years is available.

In 2021, there were 27 medical students who graduated per 100,000 population in Latvia, the highest in OECD countries. In comparison there were just 13 graduates of medicine per 100,000 population in the UK, less than half of the top countries. This statistic depicts the number of medical graduates per 100,000 inhabitants in OECD countries in 2021.

Background The geographical distribution of publications as an indicator of the research productivity of individual countries, regions or institutions has become a field of interest. We investigated the geographical distribution of contributions to the two leading journals in the field of medical education, Academic Medicine and Medical Education. Methods PubMed was used to search Medline. For both journals all journal articles in each year from 1995 to 2000 were included into the study. Then the affiliation was retrieved from the affiliation field of the MEDLINE format. If this was not possible, it was obtained from the paper version of the journal. Results Academic Medicine published contributions from 25 countries between 1995 and 2000. Authors from 50 countries contributed to Medical Education in the same period of time. Authors from the USA and Canada wrote ca. 95% off all articles in Academic Medicine, whereas authors from the UK, Australia, the USA, Canada and the Netherlands were responsible for ca. 74% of all articles in Medical Education in the investigated period of time. Conclusions While many countries contributed to both journals, only a few of them were responsible for the majority of all articles.

The number of medical graduates in the United Kingdom increased by 305 graduates (+3.45 percent) in 2022 in comparison to the previous year. With 9,140 graduates, the number of medical graduates thereby reached its highest value in the observed period. Medical graduates are students who have graduated from medical school or similar institutions within a given year. Per its definition, the OECD excludes dental, public health, or epidemiology graduates. The rate of medical graduates is of importance especially in countries with physician shortages.Find more key insights for the number of medical graduates in countries like Denmark, Sweden, and Estonia.

Abstract: Introduction: The number of medical schools in Brazil, as well as the number of vacancies offered at these schools, has grown considerably in the last few years. Since 2013, this increasehas aimedat reaching especially the rural and underserved areas of the country. Objective: Considering that there are many different interests concerning this debate and that this reality directly influences the education and health policies of the country, the aim of this study was to evaluate the number and the distribution of the medical courses,as well as vacancies in these schools in 2020, presenting an updated overview of the Brazilian medical schools. Methods: This was a cross-sectional study, based on data gathered from the Brazilian Ministry ofEducation and Institute of Geography and Statistics (IBGE) website. The utilized variables were the number of courses, number of vacancies offered in each course, characteristics of the cities where the medical schools are located, such as population size, Human Development Index (HDI) and distance to the capital city of each state. Results: Among the institutions that have already initiated their activities, there are 328 active courses, offering 35.480 vacancies for Medical School applicants. There is a difference when analyzing public or private institutions and paid or tuition-free institutions. There is a greater offer of paid courses (74,1%) and of courses located in the countryside (69,8%). Among the courses in the countryside, 27,8% of the vacancies are offered within 100 km of the capital city. Only 7,9% of the annual vacancies are offered in cities with a medium HDI, and the remainder are offered in cities with high or very high HDI. The increase in HDI is related to the higher proportion of private courses offering medical vacancies. It was observed that there is no correspondence between the absolute number of vacancies and the population of the North region, differentfrom what occurs in the other regions of the country. Conclusions: Medical training is under many influences, such as economic and political trends. This discussion needs to consider the regionalization and democratization of access. It was observed that public institutions tend to be located in municipalities that are farther away from the capitals. Even though there is now greater homogeneity between the regions, the Southeast still concentrates almost half of the vacancies in medical courses. Also, the increase in the number of vacancies in private courses brings up the reflection about the socioeconomic profile of medical students who have the opportunity to gain access to this level of education.

The global continuing medical education market size is projected to grow from USD 10.51 billion in 2025 to USD 16.0 billion by 2033, exhibiting a CAGR of 5.39%.
Report Scope:

A critical component of building capacity in Liberia’s physician workforce involves strengthening the country’s only medical school, A.M. Dogliotti College of Medicine. Beginning in 2015, senior health sector stakeholders in Liberia invited faculty and staff from U.S. academic institutions and non-governmental organizations to join a partnership focused on improving undergraduate medical education in Liberia. Over the subsequent six years, the members of this partnership came together through an iterative, mutual-learning process and created what William Torbert et al describe as a “community of inquiry,” in which practitioners and researchers pair action and inquiry toward evidence-informed practice and organizational transformation. This community of inquiry developed around a few key institutional and interpersonal relationships but expanded over time. Incorporating faculty, practitioners, and students from Liberia and the U.S., the community of inquiry consistently focused on following the vision, goals, and priorities of leadership in Liberia, irrespective of funding source or institutional affiliation. The work of the community of inquiry has incorporated multiple mixed methods assessments, stakeholder discussions, strategic planning, and collaborative self-reflection, resulting in transformation of M.D. education in Liberia. We suggest that the community of inquiry approach reported here can serve as a model for others seeking to form sustainable, international global health partnerships focused on organizational transformation.

This dataset provides a comparative analysis of education and health indicators across top countries, including Poland, Finland, Italy, and the USA etc... The data covers a range of indicators related to education, such as literacy rates, enrollment rates, and education spending, as well as health indicators such as life expectancy, infant mortality rates, and healthcare spending. The data is sourced from various official and publicly available data sources, including the World Bank, the United Nations, and country-specific government websites. Researchers, analysts, and educators can use this dataset to gain insights into the education and health outcomes of different countries, as well as to identify areas for improvement and best practices. The dataset is ideal for cross-country comparative analysis and can be used to inform policy-making, research, and educational programs.

Background: Medical institutes in India and globally were widely affected by the COVID-19 pandemic, and there was an almost immediate need to adapt modules for delivery on e-learning platforms. This study was undertaken to gauge the future and usefulness of e-learning in medical education by analyzing the perception, attitude, and readiness of healthcare learners during the ongoing pandemic.Methodology: A quantitative survey was conducted among the healthcare community, during lockdown i.e., over a period of five weeks from 8th May to June 13, 2020. A survey questionnaire was developed to understand the demographic details, knowledge, infrastructure access, and attitude of the healthcare professionals. It was circulated through snow-balling technique with one hundred healthcare and allied professionals (linked with Project ILBS-ECHO) as the initial seeds. Each person was asked to then circulate the survey to 20 or more of their contacts and so on for the proposed duration of the study. Identifying information was anonymized before and ethical approval was obtained prior to initiating the survey.Results: A total of 3,004 healthcare professionals voluntarily participated in the survey. The respondents were mostly young adults, with 61% of participants being

Abstract: Introduction: The pandemic caused by the new coronavirus (Sars-cov-2) has resulted in economic, social and mental health consequences for individuals with the establishment of social distancing. Consequently, medical schools suspended their activities, with the need to rethink the structure of academic education, affecting students in the fifth and sixth years with greater intensity. Objective: To understand the emotional, social and academic and professional training consequences of social distancing resulting from the COVID-19 pandemic, from the perspective of the medical student in the last two years of medical school, after the interruption of in-person activities. Method: Study conducted at a medical school in the interior of São Paulo, with students from the last two years of the medical course. This is a qualitative field research, carried out through narratives with thematic content analysis, according to Bardin and Minayo. Results: Eleven narratives were analyzed, seven written by fifth-year students and four by sixth-year students. In them, fear of the pandemic and its consequences, disbelief with the country’s situation and criticism of the behavior of acquaintances were evident. In the academic setting, there was concern about the interruption of practical activities close to the end of the undergraduate course, thoughts about being a medical student on clinical clerkship during the pandemic, with a feeling of incapacity in helping to cope with the health crisis, as well as fear of getting infected or infecting family members. However, the need for rest, reinforcement of family bonds and opportunities for new learning were also reported. Conclusions: In short, the pandemic generated concerns about uncertainties in the social, economic, political and scientific fields, which, added to the moment of these medical students’ education, contributed to difficulties in relation to mental health. However, the period was also evaluated as a positive one, as it provided free time to increase study performance, in addition to the opportunity to carry out extracurricular activities.

Data on the top universities for Medical and Health in 2025, including disciplines such as Medicine and Dentistry, and Other Health Subjects.

This dataset has been meticulously compiled and exported directly from the World Bank's official World Development Indicators (WDI) database, covering an extensive period from 2011 to 2021. It provides detailed socioeconomic indicators for 19 advanced economies: Australia, Austria, Belgium, Canada, Denmark, Finland, France, Germany, Italy, Japan, Republic of Korea, Netherlands, Norway, Spain, Sweden, Switzerland, United Arab Emirates, United Kingdom, and the United States.

The dataset encompasses comprehensive indicators capturing detailed aspects such as: - Education Expenditure: Financial allocation towards primary, secondary, tertiary, and overall public education institutions. - Educational Attainment: Proportion of the adult population achieving various education levels, from primary education through doctoral degrees, distinguished by gender. - Health Expenditure: Overall and government-specific health expenditure as a percentage of GDP. - Healthcare Infrastructure: Availability of physicians, nurses, midwives, and hospital beds per capita. - Labor Market Dynamics: Employment indicators across agriculture, industry, and services sectors, employment-to-population ratios, and part-time employment statistics segmented by gender and age groups. - Labor Market Vulnerability: Data on vulnerable employment, self-employment, wage and salaried employment, and employer statistics by gender. - Youth Engagement: Rates of youth neither in education, employment nor training (NEET). - Migration Patterns: International migrant stock and net migration flows. - Healthcare Resources: Availability of healthcare professionals including physicians, nurses, midwives, and hospital beds per capita. - Health Expenditure: Overall healthcare spending as a percentage of GDP, including general government health expenditure. - Population Dynamics & Structure: Annual growth rates, total population figures, and gender-specific population distribution. - Research & Technological Infrastructure: Investment in research and development, density of researchers, and scientific publications. - Mortality and Survival: Survival rates to age 65, differentiated by gender. - Unemployment: Comprehensive unemployment data segmented by gender, education level (basic, intermediate, advanced), and youth-specific unemployment rates.

Files Descriptions:

This dataset includes a CSV file and a corresponding XLSX file: 1. Main Data CSV (WDI_MainData.csv): - Each row represents a specific country-year combination, structured as: - Time: Year (2011-2021) - Time Code: Numeric year code (integer) - Country Name: Name of the country - Country Code: ISO-3 country code - Columns for each indicator provided 2. Metadata XLSX (WDI_Metadata.xlsx): - Detailed descriptions for each indicator, including: - Code - License Type - Indicator Name - Short definition - Long definition - Source - Topic - Periodicity - Aggregation method - Statistical concept and methodology - Development relevance - Limitations and exceptions - General comments - Notes from original source - License URL

Aims of the Dataset:

This dataset provides insights into socioeconomic trends across 19 advanced economies from 2011 to 2021, enabling comparative analysis over time and between countries. It serves as a valuable resource for: - Comparing countries based on education, employment, healthcare, and demographics to identify trends and disparities. - Assisting students and professionals in selecting education and job destinations by analyzing relevant indicators. - Supporting policymakers in designing effective strategies by assessing labor markets, education systems, and healthcare investments. - Enabling researchers, analysts, and NGOs to evaluate public policies, workforce development, and socioeconomic conditions. - Facilitating data science and machine learning applications, including: - Data cleaning to prepare the dataset for further analysis. - Data visualization to explore trends and correlations across multiple indicators. - Feature engineering to extract meaningful patterns for predictive modeling. - Classification to categorize countries or time periods based on socioeconomic factors. - Trend analysis and forecasting to predict future changes in education, labor markets, and public health. - Anomaly detection to identify outliers and policy inefficiencies. - Automated dashboards to provide interactive and dynamic monitoring of key indicators. This dataset serves as a foundational tool for international benchmarking, decision-making, and AI-driven insights into socioeconomic dynamics.

Indicators (Sorted A-Z):

...

This survey, conducted in January and February of 1989, examined teachers' opinions on health and cancer education in schools of 12 member countries of the European Community (Belgium, Denmark, France, Germany, Greece, Great Britain, Ireland, Italy, Luxembourg, the Netherlands, Portugal, and Spain). A total of 2,750 teachers (approximately 240 from each country and 66 only from Luxembourg), of which roughly a third were primary school teachers and two thirds were secondary teachers, were interviewed face-to-face by professional interviewers during January-February 1989. Those interviewed were asked whether they discussed health matters, especially cancer, drugs, and AIDS, and if so with whom. The survey also collected information on respondents' views about causes of cancer and prevention methods they taught at school. Some questions focused on organizing health education in schools: who was responsible for health education in schools, the role of teachers versus doctors and parents regarding health education, and smoking rules for teachers and pupils. Another subject of study was the European code against cancer. Respondents were asked how familiar they were with the code, how well-known it was, how well accepted it was, and how they viewed its effectiveness. Respondents also expressed their opinions regarding whether the European Community or its members had the right to deal with cancer prevention. Also investigated were respondents' interest in different health programs, opinions about the best educational materials, and how well informed they were about health and cancer prevention. Background information includes respondents' age, gender, subject taught, years of teaching, type of school they taught in, and number of classes and pupils they had, as well as general information about their schools.

The survey Schoolchildren's Health Habits is a part of the international research project Health Behaviour in School-aged Children, created on the initiative of the World Health Organization. Sweden participated in the survey since 1985/86.

The study includes a random sample of 11 -, 13 - and 15-year-olds in each country. The survey covers questions about health, lifestyle, the environment at school and at home. The results are used to monitor the children's and young people's health over time and to identify areas requiring action to promote child and adolescent health. School children's health habits is a basis in the follow-up work in the public health policy goal area three, children and young people's living conditions.

The study that was conducted in 2009/10 is based on data from 11-, 13- and 15-year-olds, collected in November and December 2009. The survey was answered by nearly 7000 students in Sweden, representing a response rate of 88 percent.

Purpose:

The purpose with Health Behaviour in School-aged children is partly to increase the knowledge of habits and conditions that are considered to be important for children's health, and partly to monitor progress over time and to make comparisons with other countries.

IntroductionThe COVID-19 pandemic caused massive disruption to medical education in Nigeria, necessitating the call for online medical education in the country. This study assessed the readiness, barriers, and attitude of medical students of Ebonyi State University Abakaliki, Nigeria, to online medical education.MethodsA cross-sectional study design was employed. All matriculated medical students of the university participated in the study. Information was obtained using a pre-tested, semi-structured questionnaire which was self-administered. Good attitude towards information and communication technology (ICT) based medical education was determined by the proportion of respondents correctly answering 60% of nine variables. Readiness for online classes was determined by the proportion of students who preferred either a combination of physical and online lectures or only online medical education amidst the COVID-19 pandemic. Chi-square test and multivariate analysis using binary logistic regression analysis were used in the study. A p-value of

The number of medical graduates in Hungary increased by 42 graduates (+2.74 percent) in 2021 in comparison to the previous year. Therefore, the number of medical graduates in Hungary reached a peak in 2021 with 1,574 graduates. Medical graduates are students who have graduated from medical school or similar institutions within a given year. Per its definition, the OECD excludes dental, public health, or epidemiology graduates. The rate of medical graduates is of importance especially in countries with physician shortages.Find more key insights for the number of medical graduates in countries like Denmark, Sweden, and Ireland.

Context

Data containing self reported unmet needs for medical examination by sex, age, main reason as reported and education attainment level in Europe. Source is https://ec.europa.eu/eurostat/data/database (official European Data Source). Data is downloaded from the source.

Content

Original data

The original data (hlth_silc_14.tsv) is provided in TSV (tab delimited) format. Data contains elf reported unmet needs for medical examination by sex, age, main reason as reported and education attainment level in Europe. The time unit used are years. Geography is at country level (in Europe) or aggregated on 2 indicators for Europe (EU27_2020 & EU28). Sex is either F or M. Education level attainment is according to ISCED11.

Transformed data

The transformed data (unmet_needs_for_medical_exam.csv) is in csv format. The temporal data was pivoted using Starter Kernel: Asylum Applicants in Europe Kernel.

How to

The original data has the temporal information given as columns (per year). In order to further use this data, it would be more easy to pivot first these columns to get instead date/value pairs. This pivot operation, using melt from pandas is done in the starter kernel: * Starter Kernel: Unmet Needs for Medical Exam; we convert the year to an integer. Just run this Kernel to put the data in csv format, with yearly data pivoted.

Acknowledgements

All merit for data collection, curation, and initial publishing goes to Eurostat.

Inspiration

You can use this data for various demographic, public health, social aspects, combining with alternative data from Kaggle and other sources.

Large discrepancies exist between standards of healthcare provision in high-income (HICs) and low and middle-income countries (LMICs). The root cause is often financial, resulting in poor infrastructure and under-resourced education and healthcare systems. Continuing professional education (CPE) programmes improve staff knowledge, skills, retention, and practice, but remain costly and rare in low-resource settings. One potential solution involves healthcare education collaborations between institutions in HICs and LMICs to provide culturally appropriate CPE in LMICs. To be effective, educational partnerships must address the challenges arising from differences in cultural norms, language, available technology and organisational structures within collaborating countries. Seven databases and other sources were systematically searched on 7 July 2020 for relevant studies. Citations, abstracts, and studies were screened and consensus was reached on which to include within the review. 54 studies were assessed regarding the type of educational programme involved, the nature of HIC/LMIC collaboration and quality of the study design. Studies varied greatly regarding the types and numbers of healthcare professionals involved, pedagogical and delivery methods, and the ways in which collaboration was undertaken. Barriers and enablers of collaboration were identified and discussed. The key findings were: 1. The methodological quality of reporting in the studies was generally poor. 2. The way in which HIC/LMIC healthcare education collaboration is undertaken varies according to many factors, including what is to be delivered, the learner group, the context, and the resources available. 3. Western bias was a major barrier. 4. The key to developing successful collaborations was the quality, nature, and duration of the relationships between those involved. This review provides insights into factors that underpin successful HIC/LMIC healthcare CPE collaborations and outlines inequities and quality issues in reporting.

Supplementary files for article Supplementary information files for Height and body-mass index trajectories of school-aged children and adolescents from 1985 to 2019 in 200 countries and territories: a pooled analysis of 2181 population-based studies with 65 million participants.BackgroundComparable global data on health and nutrition of school-aged children and adolescents are scarce. We aimed to estimate age trajectories and time trends in mean height and mean body-mass index (BMI), which measures weight gain beyond what is expected from height gain, for school-aged children and adolescents.MethodsFor this pooled analysis, we used a database of cardiometabolic risk factors collated by the Non-Communicable Disease Risk Factor Collaboration. We applied a Bayesian hierarchical model to estimate trends from 1985 to 2019 in mean height and mean BMI in 1-year age groups for ages 5–19 years. The model allowed for non-linear changes over time in mean height and mean BMI and for non-linear changes with age of children and adolescents, including periods of rapid growth during adolescence.FindingsWe pooled data from 2181 population-based studies, with measurements of height and weight in 65 million participants in 200 countries and territories. In 2019, we estimated a difference of 20 cm or higher in mean height of 19-year-old adolescents between countries with the tallest populations (the Netherlands, Montenegro, Estonia, and Bosnia and Herzegovina for boys; and the Netherlands, Montenegro, Denmark, and Iceland for girls) and those with the shortest populations (Timor-Leste, Laos, Solomon Islands, and Papua New Guinea for boys; and Guatemala, Bangladesh, Nepal, and Timor-Leste for girls). In the same year, the difference between the highest mean BMI (in Pacific island countries, Kuwait, Bahrain, The Bahamas, Chile, the USA, and New Zealand for both boys and girls and in South Africa for girls) and lowest mean BMI (in India, Bangladesh, Timor-Leste, Ethiopia, and Chad for boys and girls; and in Japan and Romania for girls) was approximately 9–10 kg/m2. In some countries, children aged 5 years started with healthier height or BMI than the global median and, in some cases, as healthy as the best performing countries, but they became progressively less healthy compared with their comparators as they grew older by not growing as tall (eg, boys in Austria and Barbados, and girls in Belgium and Puerto Rico) or gaining too much weight for their height (eg, girls and boys in Kuwait, Bahrain, Fiji, Jamaica, and Mexico; and girls in South Africa and New Zealand). In other countries, growing children overtook the height of their comparators (eg, Latvia, Czech Republic, Morocco, and Iran) or curbed their weight gain (eg, Italy, France, and Croatia) in late childhood and adolescence. When changes in both height and BMI were considered, girls in South Korea, Vietnam, Saudi Arabia, Turkey, and some central Asian countries (eg, Armenia and Azerbaijan), and boys in central and western Europe (eg, Portugal, Denmark, Poland, and Montenegro) had the healthiest changes in anthropometric status over the past 3·5 decades because, compared with children and adolescents in other countries, they had a much larger gain in height than they did in BMI. The unhealthiest changes—gaining too little height, too much weight for their height compared with children in other countries, or both—occurred in many countries in sub-Saharan Africa, New Zealand, and the USA for boys and girls; in Malaysia and some Pacific island nations for boys; and in Mexico for girls.InterpretationThe height and BMI trajectories over age and time of school-aged children and adolescents are highly variable across countries, which indicates heterogeneous nutritional quality and lifelong health advantages and risks.

Abstract

The 2006 Tanzania Global School-based Health Survey (GSHS) is a questionnaire survey conducted in different countries primarily among students aged 13-15 years. It measures behaviours and protective factors related to the leading causes of mortality and morbidity among youth and adults: including alcohol and other drug use; dietary behaviours; hygiene; mental health; physical activity; protective factors; sexual behaviours, tobacco use; violence and unintentional injury. The data can help the countries to develop priorities, establish school health and youth health programmes, advocate for resources for implementing the programmes, evaluate the programmes, and to make comparisons with other countries. This report describes results from the first GSHS conducted in Tanzania by the Ministry of Health and Social Welfare, in collaboration with the Ministry of Education and Vocational Training, during October 2006.

Geographic coverage

National coverage

Analysis unit

Students aged 13-15 years

Kind of data

Sample survey data [ssd]

Sampling procedure

The 2006 Tanzania GSHS employed a two-stage cluster sample design to get a representative sample of students in primary school grades (standards) V and VI. The first-stage sampling frame consisted of all primary schools in all 3 Municipalities (Ilala, Kinondoni, Temeke) in Dar es Salaam Region containing any of grades V and VI. Schools were selected with probability proportional to school enrolment size. 25 primary schools were selected to participate in the Tanzania GSHS. The second stage of sampling consisted of randomly selecting intact classrooms/streams (using a random start) from each school to participate. The selected Grade V and VI classrooms in each selected school were included in the sampling frame. All students in the sampled streams were eligible to participate in the GSHS.

School Level - All schools containing Standards V and VI were included in the sampling frame. Schools were selected systematically with probability proportional to enrolment in Standards V and VI using a random start. 25 schools were sampled. Class Level - All classes with the majority of students in Standards V and VI were included in the sampling frame. System equal probability sampling with a random start was used to select classes from each school that participated in the survey.

Mode of data collection

Face-to-face [f2f]

Research instrument

The GSHS Country Questionnaire contained 86 questions addressing the same topics listed under the GSHS Standard Questionnaire. GSHS Standard (English) Questionnaire had been developed by WHO with Partners. Each Country Coordinator while attending GSHS training at Harare in 2003, got it for developing Country Questionnaires. Tanzania GSHS Coordinator, Dr. Ursuline Nyandindi, with some members of the Ministries of Health and Education produced the Country questionnaire that is included under section 4. The final Country Questionnaire was translated into the national language, Kiswahili, pre-tested and used in this survey that was conducted in 2006.

Cleaning operations

The data were cleaned, edited, and all prevalence estimates were computed with 95% confidence intervals.

Response rate

In total 2176 questionnaires were completed in the 25 selected schools in Dar es Salaam Region. The school response rate was 100%, the student response rate was 87%, and the overall response rate was 87%. The data set was cleaned and edited for inconsistencies. Missing data were not statistically imputed. Software that takes into consideration the complex sample design was used to compute prevalence estimates and 95% confidence intervals. The Tanzania GSHS data are representative of all students attending grades V and VI in Dar es Salaam Region.

Schools - 100% (25 of the 25 sampled schools participated). Students - 87% (2,176 of the 2,492 sampled students completed usable questionnaire). Overall response rate - 100% * 87% = 87%