Bill Overview
Title: Foreign Medical School Accountability Fairness Act of 2022
Description: This bill revises the institutional eligibility criteria for a foreign graduate medical school to participate in federal student-aid programs. Specifically, the bill requires all foreign graduate medical schools to meet the same minimum requirements to participate in the programs.
Sponsors: Sen. Durbin, Richard J. [D-IL]
Target Audience
Population: Students in foreign medical schools relying on US federal student-aid programs
Estimated Size: 15000
- The bill affects students enrolled in foreign medical schools that rely on federal student-aid programs.
- It impacts foreign medical schools that wish to participate in U.S. federal student-aid programs.
- There are likely thousands of individuals globally who attend these foreign medical schools and rely on such aid.
- By standardizing requirements, the bill may restrict some schools' ability to access federal aid if they cannot meet these criteria, impacting current and prospective students.
Reasoning
- The policy affects students relying directly on U.S. federal aid to attend foreign medical schools, potentially altering their financial accessibility if their schools do not meet revised standards.
- The $50,000,000 budgetary cap for year 1 suggests limited capacity for significant changes in short term outcomes.
- The broader $500,000,000 budget over 10 years allows the policy to impact schools over time, slowly enforcing compliance to new standards.
- Accessibility issues may primarily affect students who are unable to finance their education through other means.
- Given the budget and target population size, schools have incentives to quickly align with standards to retain their student base.
- There is a need to balance ensuring quality education while maintaining access to funding for students.
- The policy may be more impactful over time as schools gradually adjust to compliance requirements.
Simulated Interviews
Medical Student (Houston, TX)
Age: 24 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- I believe this policy is necessary to ensure quality education abroad, but I'm worried about my school's ability to meet the requirements immediately.
- Losing access to federal aid would mean having to find alternative, possibly more expensive, funding sources.
- If my school adapts quickly, my situation might not change much, but it's a stressful uncertainty.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 6 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 8 | 6 |
Medical Resident (Los Angeles, CA)
Age: 30 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 1.0 years
Commonness: 5/20
Statement of Opinion:
- This policy might be too late to affect me directly as I have already graduated.
- I do worry about my fellow students and future students who might face barriers if their schools have difficulty adjusting to these new standards.
- In the long term, I hope this standardization leads to better education quality abroad.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 7 | 7 |
| Year 5 | 7 | 7 |
| Year 10 | 7 | 7 |
| Year 20 | 7 | 7 |
Pre-med Student (New York, NY)
Age: 21 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 8/20
Statement of Opinion:
- This policy introduces a lot of uncertainty into my future plans.
- On one hand, standardized criteria might help ensure I'm getting a quality education if I study abroad.
- On the other, the risk of my future school not meeting requirements and losing aid is concerning.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Healthcare Policy Analyst (Chicago, IL)
Age: 28 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 3.0 years
Commonness: 3/20
Statement of Opinion:
- From a policy standpoint, this bill addresses an important gap in ensuring educational standards.
- The impact may differ for schools, but on a macro level, this could lead to more reputable education options for students choosing programs abroad.
- I'm hopeful about the long-term benefits.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Medical Student (Miami, FL)
Age: 22 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 10/20
Statement of Opinion:
- My concern is mostly about being able to continue my studies without financial interruptions.
- I think standardization might bring about positives in the long run but currently, it feels like a threat to my education stability.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 4 | 5 |
| Year 2 | 5 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 8 | 5 |
High School Senior (Dallas, TX)
Age: 19 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 6.0 years
Commonness: 12/20
Statement of Opinion:
- This policy could make decisions more complicated in terms of evaluating which schools would maintain aid eligibility.
- I see the potential for improved education quality but need reassurance about stability in aid availability when the time comes to apply.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Financial Advisor (Boston, MA)
Age: 32 | Gender: male
Wellbeing Before Policy: 9
Duration of Impact: 2.0 years
Commonness: 4/20
Statement of Opinion:
- In terms of financial planning, supporting clients in this transition becomes a critical task.
- This is a positive step for ensuring students' investments in education are worth their while.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 9 | 9 |
| Year 2 | 9 | 9 |
| Year 3 | 9 | 9 |
| Year 5 | 9 | 9 |
| Year 10 | 9 | 9 |
| Year 20 | 9 | 9 |
Medical School Counselor (Portland, OR)
Age: 27 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 4.0 years
Commonness: 5/20
Statement of Opinion:
- The key is to guide students through these changes without disrupting their educational timelines.
- This policy might cause some anxiety, but ultimately it's geared toward better educational outcomes long-term.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 7 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Education Consultant (Atlanta, GA)
Age: 40 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 7.0 years
Commonness: 3/20
Statement of Opinion:
- This policy presents an opportunity for foreign schools to upgrade their standards and reach consistent quality benchmarks.
- In the long run, it's beneficial, but some schools might initially struggle to meet requirements.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Healthcare Access Advocate (Seattle, WA)
Age: 29 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 5.0 years
Commonness: 6/20
Statement of Opinion:
- Imposing a standard can help ensure that all students receive education worth their investment.
- However, we need to ensure that this does not unfairly limit access for low-income students who rely on these programs.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Cost Estimates
Year 1: $50000000 (Low: $30000000, High: $70000000)
Year 2: $50000000 (Low: $30000000, High: $70000000)
Year 3: $50000000 (Low: $30000000, High: $70000000)
Year 5: $50000000 (Low: $30000000, High: $70000000)
Year 10: $50000000 (Low: $30000000, High: $70000000)
Year 100: $50000000 (Low: $30000000, High: $70000000)
Key Considerations
- Compliance costs for foreign schools could deter them from participating in U.S. federal student-aid programs.
- There may be unintended consequences on student distribution between domestic and foreign medical schools as some may need to switch institutions due to inability to access federal aid.
- Impacts on educational attainment for certain students who rely on the aid and cannot afford increased expenses or switch schools.