Bridging the Gap: Designing Medical Integration Curricula for Foreign Healthcare Graduates in the Netherlands

Abstract

Background and Rationale for Innovation: Each year, numerous refugees with medical training are forced to migrate. Although refugee healthcare professionals are generally highly motivated to continue practicing their professions, they face substantial barriers when integrating into the host country health systems. Given the Dutch healthcare system’s urgent healthcare workforce shortages and lack of diversity, a bridging program to facilitate integration offers mutual benefits. Yet, to date, few integrated curricula for newcoming healthcare professionals exist or have been evaluated. Aim and Developmental Approach of Innovation: This article presents the development of a bridging module-an educational innovation-designed by an academic hospital to support newly arrived professionals in entering the Dutch healthcare system. The process followed the eight steps of Design-Based Research in Medical Education. Outcome: Between 2022 and 2024, two pilot refugee observerships and a health systems’ analysis – including a scoping review – led to a six months integration curriculum for newcoming healthcare professionals held in 2024 and 2025. The innovative program received an overwhelming number of applications. Participants reported improved integration and language skills, which supported entry-level employment opportunities. The second edition expanded regionally, with participation of two additional hospitals. Conclusion: Bridging curricula, coordinated by hospitals, medical faculties and their stakeholders can accelerate the integration of motivated and skilled newly arrived professionals into host country health systems through training and practice. Such initiatives respond to societal needs for a sustainable, adequately staffed, inclusive and diverse healthcare system.