Proposing a curriculum framework for refugee and migrant health for UK medical students

Abstract

Introduction: Migration to the UK continues to rise. Refugee and migrant health needs are complex and multifaceted, and UK medical schools do not equip trainees to care confidently for this population. Methods: A systematic literature review was performed to design a curriculum, which includes core themes, learning objectives, and proposed teaching methods. This was mapped to the General Medical Council (GMC) outcomes for UK graduates. Results and discussion: Core themes were identified from 30 publications: knowledge, skills, leadership, advocacy and support. Topics include legislation, common conditions, social determinants of health, safeguarding and barriers to accessing care. Communication skills included trauma-informed and culturally sensitive consultations and interpreter use. Experiential learning programmes demonstrated high student satisfaction, development and patient impact. However, structured student support should be incorporated. Conclusion: This adaptable curriculum correlates with GMC outcomes and may better equip doctors to deliver care to refugees, migrants and the wider UK population.

Keywords

• Refugee
• Migrant
• Medical education
• Curriculum
• Service learning