In 2023, the number of people who graduated from medical schools across the United States amounted to 28,811 graduates. During that year, with 2,509 graduates, the State of New York recorded the highest number of medical school graduates, followed by Texas and Pennsylvania.

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.

The number of medical graduates in France increased by 1,361 graduates (+20.29 percent) since the previous year. With 8,069 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 Hungary.

The number of medical graduates in Germany increased by 313 graduates (+3.13 percent) since the previous year. Therefore, the number of medical graduates in Germany reached a peak in 2021 with 10,320 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 statistics on other topics about Germany with key insights such as number of practicing midwives and number of hospital employees in the health sector.

The number of medical graduates in Ireland increased by 42 graduates (+3.31 percent) since the previous year. Therefore, the number of medical graduates in Ireland reached a peak in 2021 with 1,310 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 United Kingdom.

In 2021, the number of medical graduates in Sweden increased by 69 graduates (+4.91 percent) since 2020. With 1,474 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, Latvia, and Estonia.

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.

The dataset contains answers from a questionnaire distributed to all medical students at UiT as well as first year graduates from November 2019 to February 2020. The purpose of the questionnaire was to investigate how the UiT Medical students acquire practical competence in emergency medicine-related skills, and to investigate whether students with extracurricular healthcare-related work experience had more training and confidence in such skills than students without such experience. Data such as ECHR work experience (yes, no) and workplace, work length (<6 months, 6 months-1 year, 1-3 years, >3 years), work hours (<10h, 10-100h, 101-200h, 201-300h, 301-500h, >500h) and number of workplaces (1, >1), as well as year of study (years 1-6 and first year graduates), previous healthcare-related education (no, commenced but unfinished, finished), previous military medic-training (no, basic, advanced), and number of TAMS events participated in (0, 1, 2-5, 6-10, >10) were recorded as well, and included in the data analysis as predictors and confounders. Several items probing amount of training as well as confidence level for the respective procedures were created as well, as Likert-based items. The alternatives for training amount were 0, 1-5, 6-10, 11-30, >30 times for most items, however, for some, training amount in practice (0, 1-5, 6-10, 11-30, >30 times) and real-life situations (0, 1, 2-5, 6-10, >10) were probed separately. Confidence level was probed as degree of agreement, from strongly disagree to strongly agree. At the bottom of the dataset, variables from calculations of the data are included, such as median, mean and sum of the variables addressing training amount and confidence level, respectively. These composite scores were applied for statistical analyses. Abstract Objectives: To study the association between medical students' extracurricular healthcare-related (ECHR) work experience and their self-reported practical experience and confidence in selected emergency medicine procedures. Study design: Cross-sectional study. Materials and methods: Medical students and first-year graduates were invited to answer a Likert-based questionnaire probing self-reported practical experience and confidence with selected emergency medicine procedures. Participants also reported ECHR work experience, year of study, previous healthcare-related education, military medic-training and participation in the local student association for emergency medicine (TAMS). Differences within the variables were analyzed with independent samples t-tests, and correlation between training and confidence was calculated. Analysis of covariance and mixed models were applied to study associations between training and confidence, and work experience (primary outcomes) and the other reported factors (secondary outcomes) respectively. Cohen’s D was applied to better illustrate the strength of association for primary outcomes. Results: 539 participants responded (70%). Among these, 81% had ECHR work experience. There was a strong correlation (r=0.878) between training and confidence. Work experience accounted for 5.9% and 3.5% of the total variance in training and confidence (primary outcomes), and respondents with work experience scored significantly higher than respondents without work experience. Year of study, previous education, military medic-training and TAMS-participation accounted for 49.3% and 58.5%, 8.7% and 5.1%, 6.8% and 4.7%, and 23.6% and 12.3% of the total variance in training and confidence respectively (secondary outcomes). Cohen’s D was 0.48 for training amount and 0.32 for confidence level, suggesting medium and weak-medium sized associations to work experience, respectively. Conclusions: ECHR work experience is common among medical students, and was associated with more training and higher confidence in the investigated procedures. Significant associations were also seen between training and confidence, and year of study, previous healthcare-related education and TAMS participation, but military medic-training showed no association.

In 2021, the ratio of medical graduates to inhabitants in South Korea remained nearly unchanged at around 7.26 graduates per 100,000 inhabitants. 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 statistics on other topics about South Korea with key insights such as ratio of nursing graduates to inhabitants and number of practicing doctors.

Historical Dataset of High School For Medical Professions is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2009-2023),Total Classroom Teachers Trends Over Years (2009-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2009-2023),American Indian Student Percentage Comparison Over Years (2011-2023),Asian Student Percentage Comparison Over Years (2010-2023),Hispanic Student Percentage Comparison Over Years (2010-2023),Black Student Percentage Comparison Over Years (2010-2023),White Student Percentage Comparison Over Years (2009-2023),Two or More Races Student Percentage Comparison Over Years (2014-2023),Diversity Score Comparison Over Years (2010-2023),Free Lunch Eligibility Comparison Over Years (2013-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2013-2023),Reading and Language Arts Proficiency Comparison Over Years (2012-2022),Math Proficiency Comparison Over Years (2012-2022),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2012-2022),Graduation Rate Comparison Over Years (2013-2022)

The doctors of the future need to be empowered to deliver healthcare sustainably while protecting their patients’ health in the context of a degrading environment. This study aimed to objectively review the extent and nature of the teaching of planetary health and sustainability topics in UK medical education. A multi-centre national review of the timetabled teaching sessions in medical courses in the UK during the academic year 2020/2021 against the General Medical Council’s adopted ‘Educating for Sustainable Healthcare – Priority Learning Outcomes’. Medical students were recruited and reviewed the entirety of their own institution’s online teaching materials associated with core teaching sessions using a standardised data collection tool. Learning outcome coverage and estimated teaching time were calculated and used to rank participating medical schools. 45% of eligible UK medical schools were included in the study. The extent of teaching varied considerably amongst courses. Mean coverage of the 13 learning outcomes was 9.9 (SD:2.5) with a mean estimated teaching time of 140 min (SD:139). Courses with dedicated planetary health and sustainability sessions ranked best. There is large disparity in the education that medical students receive on these topics. Teaching may not adequately prioritise sustainability or reflect advances in planetary health knowledge.Practice pointsMedical education on planetary health and sustainability topics varies widely amongst UK medical schools.UK medical education does not necessarily reflect recent advances in planetary health knowledge.Greater educational focus is required on sustainability in healthcare.Centrally mandated teaching on these topics may improve disparity in education.This study’s methodology provides a possible approach for future curriculum evaluations. Practice points Medical education on planetary health and sustainability topics varies widely amongst UK medical schools. UK medical education does not necessarily reflect recent advances in planetary health knowledge. Greater educational focus is required on sustainability in healthcare. Centrally mandated teaching on these topics may improve disparity in education. This study’s methodology provides a possible approach for future curriculum evaluations.

Abstract: Introduction: In recent years, the quality of life of medical students has been questioned, given the context in which they are inserted. Stress as a result of the number of long hours, difficulty in reconciling academic and personal life, exposure to situations of pain and suffering, have been shown to be the main factors for the decrease in quality of life of these students. The aim of this study was to assess the quality of life of medical students and its associated factors. Method: Cross-sectional study with 419 medical students from a public institution in Goiás. The study was carried out with students over 18 years old and enrolled in the second to the eighth semester of medical school, between 2017 and 2018. Sociodemographic and lifestyle questionnaires and the World Health Organization Questionnaire for Quality of Life - Brief Form (WHOQOL-BREF) were used. Results: The factors related to low quality of life were: female gender, the use of stimulants, thinking about giving up medical school and having comorbidities. Those related to a better quality of life were consuming fruits and vegetables, practicing physical activity, more sleeping time and stress management. Conclusion: This study found a set of factors capable of interfering with the quality of life of these students, suggesting the need for interventions aimed at pedagogical and psychological support.

Background: A course in family medicine (FM) could dispel the possibility of negative stereotyping about this speciality, and instil in students a greater interest. However, when is it preferable: at the beginning or at the end of undergraduate training? Objectives: To determine changes in knowledge and attitudes towards FM by medical students completing a course in primary care at the beginning or the end of the undergraduate training and whether those changes anticipate the choice of speciality. Methods: Students from Albacete and Seville medical schools (primary care course in second and sixth years, respectively) were asked to respond to the ‘valuation of attitudes towards and knowledge of family medicine questionnaire’ (CAMF). Students from Albacete answered before and after the course, and in Seville second-year students answered at the end of the first trimester. All students were invited to respond again at the end of their undergraduate training. Afterwards, we investigated the score on the speciality exam (order for the election from highest to lowest score) and their choice of speciality. The outcome measures were the MIR exam score, the number in the ranking, the chosen speciality and the result of the CAMF. Results: In Albacete 88 and 64 and in Seville 50 and 98 students responded in their second and sixth years, respectively. In Albacete, mean CAMF scores were 15.4, 22.7 before and after the course, and 21.8 at the end while in Seville, 13.9 in the second year, and 23.5 in the sixth year. Logistic regression analysis showed an association of the choice of FM only with the score on the speciality exam (OR: 0.667; 95%CI: 0.553–0.806). Conclusion: There were no significant differences between CAMF scores at the end of undergraduate training. Only the score on the speciality exam predicts FM choice: the higher the score, the lower the probability of choosing FM.

This dataset is composed by data from 77 college students (55% woman) enrolled in the 2nd and 3rd year of a private Medical School from the state of Minas Gerais, Brasil. They answered to 12 psychological or educational tests: 1) Inductive Reasoning Developmental Test (TDRI), 2) Metacognitive Control Test (TCM), 3) TDRI' Self-Appraisal scale (SA_TDRI), 4) TCM' Self-Appraisal scale (SA_TCM), 5) Brazilian High School Exam (ENEM), 6) Processing Speed Test (SP), 7) Perceptual Discrimination Test (DIS), 8) Perceptual Control Test (PC), 9) Conceptual Control Test (CC), 10) Short-term Memory Test (STM), 11) Working Memory Test (WM), and the 12) Brazilian Learning Approaches Scale (DeepAp).

Historical Dataset of Crane Medical Prep High School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2014-2023),Total Classroom Teachers Trends Over Years (2015-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2015-2023),Asian Student Percentage Comparison Over Years (2014-2020),Hispanic Student Percentage Comparison Over Years (2014-2023),Black Student Percentage Comparison Over Years (2014-2023),White Student Percentage Comparison Over Years (2019-2023),Two or More Races Student Percentage Comparison Over Years (2014-2021),Diversity Score Comparison Over Years (2014-2023),Free Lunch Eligibility Comparison Over Years (2014-2023),Reading and Language Arts Proficiency Comparison Over Years (2015-2022),Math Proficiency Comparison Over Years (2015-2021),Overall School Rank Trends Over Years (2015-2022),Graduation Rate Comparison Over Years (2017-2022)

Pakistan Number of Students: Professional Colleges: Medical: Male data was reported at 48.000 Person in 2016. This records an increase from the previous number of 47.000 Person for 2015. Pakistan Number of Students: Professional Colleges: Medical: Male data is updated yearly, averaging 29.500 Person from Jun 1997 (Median) to 2016, with 20 observations. The data reached an all-time high of 48.000 Person in 2016 and a record low of 24.000 Person in 1998. Pakistan Number of Students: Professional Colleges: Medical: Male data remains active status in CEIC and is reported by Pakistan Bureau of Statistics. The data is categorized under Global Database’s Pakistan – Table PK.G010: Education Statistics: Number of Students.

This is the dataset for the manuscript entitled "The impact of COVID-19 pre-university education on first-grade medical students. A performance study in students of a Department of Histology" in which the scores obtained by students of a subject of the medical curriculum were analyzed. Results obtained by each student are shown for 5 academic courses (2019-2020 to 2023-2024).

Background: The recent COVID-19 pandemic forced pre-university professionals to significantly modify the educative system, and several adaptations and changes were implemented both in the students’ curriculum and teaching and evaluation methods. These changes may have influenced formation and capabilities of students accessing the Medical School.

Methods: We evaluated the performance of students enrolled in a subject taught at the first year of the medical curriculum by the Department of Histology in students corresponding to the last 5 academic courses, including 2 pre-pandemic courses (PRE), 2 post-pandemic courses (POST) and an intermediate course (INT) who received one year of pre-university high school education under the pandemic situation. Evaluation was performed using the results of a multiple-choice questions final examination. Consistency analysis among periods was performed using the Cronbach alpha coefficient (α), the difficulty index with random effects correction (DI) and the point biserial correlation index (PB). Performance was compared among the 5 academic courses using Kruskal-Wallis and Mann-Whitney statistical tests, and correlations with the academic course were evaluated using the Kendall tau test.

Results: Our results show that the 5 evaluation tests were homogeneous and had similar difficultness, with non-significant differences for α, DI and PB. Performance of the students significantly varied among periods of tie, with a significant tendency to decrease in POST students as compared to PRE students, and a correlation between performance and the academic course. Few differences were found between male and female students. Then, we found a significant trend to decrease the percentage of correct answers with the academic course, with POST students showing significantly lower results than PRE students, whereas few differences were detected for the percentage of questions answered incorrectly. Significantly higher percentages of unanswered questions were found in POST students.

Conclusions: These results confirm the negative impact of the POST pre-university educative system on the performance of students accessing the medical school and suggest that POST students could have higher degree of uncertainty. Specific education programs should be implemented during the first years of the medical curriculum to tailor this effect and increase self-confidence of the students facing a final examination

BackgroundGlobally, there is a rising interest in the concept of social accountability (SA). The literature evaluating SA of medical schools is limited; however, some international studies have revealed a lack of understanding of SA by medical students. This study evaluated the perception of SA among medical students at a governmental university in Saudi Arabia.MethodA cross-sectional study with 336 currently enrolled medical students was conducted from September 2020 to May 2021. The data were collected using an electronic survey comprised of the THEnet questionnaire that included 12 items to assess the perception of SA and some demographic variables. The total score was categorized into four groups and compared with the demographic profile of students.ResultsOut of the 336 participants, the mean age was 21.26 ± 0.5 years, with most students in the 19–21 age group (n = 154, 46%), and 189 (56.3%) were males. In addition, preclinical and clinical students had similar representation: 170 (51%) and 166 (49%), respectively. Most participants (173, 52%) scored in the 18–36 range, reflecting good perceived SA. The demographic profile of students (i.e., age, GPA, and year of study) was significantly associated with perceived SA (p = 0.003, 0.002, and < 0.001, respectively).ConclusionThe study concludes that most medical students had a good level of perceived SA about their institution. The preclinical year students exhibited a better perception of SA. The final-year students were more critical about the SA of the institution compared to other students.

Abstract This study assesses the effectiveness of policies to expand access to higher education in reducing inequities in the profile of graduates from medical courses in Brazil. This work consists of a cross-sectional study using data from the 2018 Higher Education Census. Analyses were carried out to identify the association between being a beneficiary of the Quota Law, the University for All Program, or the Student Financing Fund and three markers: born in a small-sized municipality, being non-white, or having attended high school in a public school. Analyses were performed using Pearson’s chi-square test, and multivariate analysis was conducted using Poisson regression. A significant association was found between being a beneficiary of these policies and being a non-white graduate, who was born in a small town and who had studied in a public high school. All policies presented adjusted Prevalence Ratio (PR), which demonstrated an association with statistical significance. The Quota Law was the most effective policy, with RP=1.92 for non-white graduates, RP=6.66 for having studied in a public high school, and RP=1.08 for being born in a small town. Despite these results, these groups remain underrepresented in medical courses and in the workforce.

ABSTRACT Introduction The process of death and dying is a theme that generates different reactions among medical students and resident doctors, being influenced by their personal and professional experiences as well as cultural, psychological, religious, and other characteristics. Objective To evaluate the education of medical students (MS) of the Federal University of Paraná (UFPR) and resident doctors (RD) at Hospital de Clínicas of the Federal University of Paraná (HC-UFPR) on the subject of dying and death. Method A quantitative observational study. A self-administered questionnaire was designed, with 28 multiple-choice questions, to evaluate education about the process of dying and death, with elements adapted from the Frommelt Attitude Toward Care of the Dying Scale Form B (FATCOD-B Scale). Results The questionnaire was completed by 805 MS (74.6% of the total number of students enrolled in the first semester of 2016) and 93 RD (73.8% of the total number of residents of clinical and surgical specialties enrolled in 2016). The report of experience of contact with dying people increased among the MS as they progressed through medical school, reaching near-totality among the first-year residents, and totality among those with the most specialized degrees in all specialties. 40.1% of the MS and 51.1% of the RD reported that they had received some kind of pedagogical orientation about death and dying during medical school. The influence of religious beliefs on education in this area was reported by 54% of the MS and 44.3% of the RD. 58% of the MS and RD reported feelings of frustration and impotence following patients’ deaths. Contact with patients in the dying process produced a range of feelings and perceptions among the MS and RD, including sadness, anguish, distancing, increased sensitivity, and professional maturation, among others. Conclusion MS and RD reported that they received little training about death during their medical training, and that their perceptions about the subject are influenced by multiple variables, such as religious belief. Contact with death also provokes equally diverse reactions. More studies are needed, to deepen the complexity of this issue in the field of medical training.