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Table 1 Context for THEnet schools participating in the THEnet Graduate Outcome Study

From: Practice intentions at entry to and exit from medical schools aspiring to social accountability: findings from the Training for Health Equity Network Graduate Outcome Study

School Priority population Graduate entry
(Training routea)
Length of training
(Years)
Program Time of applying for specialty training
Ateneo de Zamboanga University School of Medicine (ADZU)
Zamboanga city, Mindanao
Rural underserved areas of Mindanao, Philippines Yes (VI) 4 50% community based After PGY1b
Flinders University School of Medicine (FU)
Adelaide, Australia
Rural, remote, Aboriginal and Torres Strait Islander populations. Yes (VI) 4 Parallel Rural Community Curriculum
(1 year, 30 students)
Northern Territory Clinical School (6 month remote clinical placement, 8 students)
Short rural placements in Year 1
Cultural Awareness training
3rd year options of Rural LIC (40 weeks)
Or Rural/Urban LIC (20/20 weeks) Or
NT Darwin/Remote program (20/20) LIC.
4th year-rural/remote & overseas electives.
Student societies with SA focus.
After PGY1
University of Gezira Faculty of Medicine
Gezira State, Sudan
Rural underserved areas in Gezira No (IV) 5 25% curriculum community based, community oriented education After PGY1
Ghent University
Ghent, Belgium
Low socio-economic status, migrant population No (I) 7 6-year learning continuum on ethnic, gender and socio-economic diversity: basic competence training and 6 weeks course on social determinants of health (Y1), a one week community oriented primary care program (Y2), specialist courses on social determinants of health and diversity, further competency training, and several community/primary care based clinical internships (Y3–6). End of year 6
James Cook University (JCU)
Townsville, Australia
Rural, remote, Aboriginal and Torres Strait Islander populations. No (VI) 6 Entire program located in outer regional and rural settings with focus on priority health needs, 20 weeks training in rural and remote settings
Year 4–6 based in health care facilities
After PGY1
Northern Ontario School of Medicine (NOSM)
Thunder Bay and Sudbury, Canada
Rural, Indigenous,
Francophone and general populations of Northern Ontario.
Yes (V) 4 Year 1 and 2: 4 weeks and 8 weeks in Indigenous and rural communities,
Year 3 based in rural family practice setting (8 month comprehensive community (longitudinal integrated) clerkship)
Beginning of Year 4 of medical course (8 months prior to graduation)
University of the Philippines School of Health Sciences (UPSHS)
Leyte, Philippines
Rural underserved areas in the Philippines;
Indigenous people groups
Yes (VI) 5 Multi-level entry stepladder curriculum
Year 2: 6 months rural community placement
Year 5 based in municipal health community practice setting
PGY1
Walter Sisulu University Faculty of Health Sciences (WSU)
Mthatha, South Africa
Rural underserved areas of Eastern Cape and KwaZulu Natal Provinces of South Africa No (IV) 6 Rural experiences in Years 1–3
Year 1: 6 days per year;
Year 2: 3 weeks per year;
Year 3: once a week from February to October. i.e., once weekly 36 weeks/year.
6 months rural placement in Year 5
Following 2 year internship and subsequent 1 year of community service.
(After PGY3)
  1. aPathway classification for medical education[31]
  2. bPGY1 Postgraduate year one