Name
Strengthening Capacity for US IMG Success: Initial Implementation and Early Outcomes of the Project IMG Chapter at UAG School of Medicine
Date & Time
Sunday, June 7, 2026, 4:38 PM - 4:53 PM
Location Name
Estes A
Speakers
Authors
Caleb O. Ramirez-Rivera, UAG School of Medicine
Raymond O. Robles-Laguna, UAG School of Medicine
Lucia E. Alvarez-Palazuelos, UAG School of Medicine
Ely M. Sanchez-Alicea, UAG School of Medicine
Genesis Santaliz-Pamblanco, UAG School of Medicine
Taisha N. Pietri-Cordero, UAG School of Medicine
Jose L. Molinary-Martinez, UAG School of Medicine
Richard A. Fradera-Gonzalez, UAG School of Medicine
Shivani Mehta, Project IMG
Oluwatoyin Dairo, Project IMG
Juan C. Ayala-Alvarez, Project IMG
Onyekachi Anyagwa, Project IMG
Michael Hermosa, Project IMG
Victor Sebastian Arruarana, Project IMG
Kashif Ahmad, UAG School of Medicine
Presentation Topic(s)
Student Support
Description
PURPOSE
One in four practicing U.S. physicians is an International Medical Graduate
(IMG), yet structured support for U.S. IMGs studying abroad remains limited.
In February 2025, Project IMG launched its first school chapter at the
Universidad Autónoma de Guadalajara (UAG) School of Medicine to strengthen
academic preparation, clinical exposure, mentorship access, and professional
development. This evaluation describes the implementation and early outcomes
of four inaugural initiatives within a chapter of 128 members.
METHODS
A descriptive mixed-methods evaluation incorporated demographic records,
attendance logs, donation inventories, and structured survey data.
Quantitative metrics included participation frequency, donation totals,
webinar attendance, shadowing duration, and Likert-scale ratings. Qualitative
feedback was collected through open-ended survey responses and narrative
reflections from donors, webinar attendees, and shadowing participants.
Thematic analysis identified trends related to community engagement, clinical
readiness, mentorship value, and professional identity formation.
RESULTS
The Unity Board enhanced organizational coordination, reduced duplication
of activities, and facilitated efficient planning across initiatives. The
Donation Drive engaged over 20% of the student body and collected 326 items;
reflections emphasized altruism, community responsibility, and service. The
Rotations & Residency Webinar Series averaged 37 attendees per session
and increased understanding of U.S. licensing pathways, specialty
expectations, and residency preparation. The Shadowing Program enrolled seven
students; six completed fifteen or more days. Participants rated educational
value (4.75/5), physician accessibility (4.5/5), exposure variety (4.5/5),
and organizational clarity (4.75/5) highly. Qualitative feedback described
meaningful patient interactions, supportive teaching from physicians,
strengthened clinical confidence, and improved preparedness for U.S. clinical
rotations.
CONCLUSIONS
The inaugural year of the Project IMG chapter at UAG demonstrates that a
structured, student-led, and institutionally supported model can enhance
academic readiness, clinical competence, mentorship access, and community
engagement among U.S. IMGs abroad. Early outcomes indicate that this
multi-component framework is feasible, scalable, and well positioned for
longitudinal expansion across international medical schools.
One in four practicing U.S. physicians is an International Medical Graduate
(IMG), yet structured support for U.S. IMGs studying abroad remains limited.
In February 2025, Project IMG launched its first school chapter at the
Universidad Autónoma de Guadalajara (UAG) School of Medicine to strengthen
academic preparation, clinical exposure, mentorship access, and professional
development. This evaluation describes the implementation and early outcomes
of four inaugural initiatives within a chapter of 128 members.
METHODS
A descriptive mixed-methods evaluation incorporated demographic records,
attendance logs, donation inventories, and structured survey data.
Quantitative metrics included participation frequency, donation totals,
webinar attendance, shadowing duration, and Likert-scale ratings. Qualitative
feedback was collected through open-ended survey responses and narrative
reflections from donors, webinar attendees, and shadowing participants.
Thematic analysis identified trends related to community engagement, clinical
readiness, mentorship value, and professional identity formation.
RESULTS
The Unity Board enhanced organizational coordination, reduced duplication
of activities, and facilitated efficient planning across initiatives. The
Donation Drive engaged over 20% of the student body and collected 326 items;
reflections emphasized altruism, community responsibility, and service. The
Rotations & Residency Webinar Series averaged 37 attendees per session
and increased understanding of U.S. licensing pathways, specialty
expectations, and residency preparation. The Shadowing Program enrolled seven
students; six completed fifteen or more days. Participants rated educational
value (4.75/5), physician accessibility (4.5/5), exposure variety (4.5/5),
and organizational clarity (4.75/5) highly. Qualitative feedback described
meaningful patient interactions, supportive teaching from physicians,
strengthened clinical confidence, and improved preparedness for U.S. clinical
rotations.
CONCLUSIONS
The inaugural year of the Project IMG chapter at UAG demonstrates that a
structured, student-led, and institutionally supported model can enhance
academic readiness, clinical competence, mentorship access, and community
engagement among U.S. IMGs abroad. Early outcomes indicate that this
multi-component framework is feasible, scalable, and well positioned for
longitudinal expansion across international medical schools.
Presentation Tag(s)
International Presenter, Student Presentation