AAIMG is Bogus!!!

[Beaker]

most of us already know the aaimg is bogus (78% voted so far that their info is useless at http://www.valuemd.com/viewtopic.php?t=10520 ) and theres plenty of info at valuemd on it, but newbies often bring the issue back up. so i thought i'd post this new info i found on them, along with some of the older stuff, so that i can just point them here each time it comes up again and again and again, u get the point

peace



disclaimer - i didnt write the following few posts. i copied them from the sites listed at the top of each post.

[Beaker]

http://www.uhsa.ag/oic/aaimg/index.html

Facts and Findings on the American Association of International Medical Graduates (AAIMG)



Investigations have revealed that the so-called American Association of International Medical Graduates (AAIMG) was incorporated on September 7, 1999 in Carson City, Nevada, U.S.A. with file number C21961-1999 for reference with Nevada Secretary of State. In addition, AAIMG was incorporated by Val-U-Corp Services which now serves as its registered agent and which specializes in incorporating small businesses in Nevada. A company may incorporate in Nevada by visiting the Val-U Corp website, or by calling a toll-free telephone number (SEE ATTACHMENT). In its corporate records, the AAIMG’s address is listed as 1802 N. Carson St, #212, Carson City, Nevada 89703. Investigation also showed that as at October 16, 2000, AAIMG’s corporate status was “revoked”.

The domain name for www.aaimg.com was registered with Network Solutions, Inc. on 2nd November 1999.

Anyone who had examined the website of the AAIMG would remember the claim that the organization was formed in 1992, a claim which investigations had now exposed as a lie.
For a website to be available on the Internet, servers are required. A server is a computer that “hosts” or contains the website information and makes it available to Internet users. The servers for the AAIMG website are located in Tampere, Findland. The owner of the servers is Scifi Communications, International OY, and the coordinator of these servers is Vanhala, Jari, located in Jamin oma, Opiskelijank. 60 C 67, FIN-33720 in Tampere Finland. The contact information for the AAIMG website is listed to a Scifi Communications, International OY, located at Hermiankatu 6, Tampere Finland. Scifi Communications’ telephone numbers are +358 3 2899155 and +358 3 2899155 for facsimile. Further, the billing contact for the AAIMG website is Saunalahden Serveri, located at Annankatu 44, Helsinki, Finland. The telephone numbers of Saunalahden Serveri are +358 9 5846 0650 and +358 9 5846 0869 for facsimile (SEE ATTACHMENT).

The AAIMG website were designed by a company called NauSoft LLC, located at 3701 Mexico Road, in St. Charles, MO 63303, and is also located in St. Petersburg, Russia. NauSoft LLC is not the same company that owns the servers that host the AAIMG website. NauSoft’s website is located on a server in St. Petersburg, Russia.

Those who had also visited the AAIMG website would notice that a Thomas Moore used to put M.D. behind his name. Suddenly the M.D. was dropped behind this name. We are still waiting for an explanation on the disappearance of the M.D. but we will be surprised if any comment is made. The AAIMG has never published the names of its executive committee, lest the names of its members. Presently, there is a section on AAIMG website entitled “Updates from the President”. Unfortunately, the AAIMG does not even have the courage to publish the name of its “President” who had made a few comments. All we can see is a photograph of a lady on a podium with the back of the heads of students facing her. In the whole of the website of AAIMG, the only two names associated with it are a “Thomas Moore” and a “Sarah Weinstein” both of whom have no physical but only e-mail address.
Really, the so-called AAIMG is a FRAUD; in effect, it is a two-person show.

[Beaker]

http://www.uhsa.ag/oic/aaimg/index.html


AAIMG as a Terrorist Organization



The Oxford English Dictionary defines “terrorism” as the use of violence and intimidation to achieve an objective and a “terrorist” as one who practices terrorism. The American Association of International Medical Graduates (AAIMG) is a “Medical Education Terrorist Organization”. Its fraudulent nature, its unwarranted assault on the integrity of some medical schools in the Caribbean and their programs, the unorthodox methods it unleashed in its desperation to earn credibility and the clandestine nature of its operations constitute “indirect” violence directed against medical education. These activities confirm the so-called AAIMG as a medical education terrorist organization and put it among the group of the popular “axis of evil”. The AAIMG’s unilateral ranking of medical schools in the Caribbean, the avalanche of puerile and amateurish criteria which it claims to use in its evaluation process and its fronting for a few medical schools in the Caribbean constitute acts of intimidation designed to undermine and eliminate the valuable contributions to and the impact on medical education by some medical schools in the Caribbean which refuse and resist the organization’s blackmail.

[Beaker]

http://www.uhsa.ag/oic/aaimg/index.html

Comments on Evaluation of UHSA



GENERAL
LACK OF CREDIBILITY OF AAIMG

This organization is arrogating to itself the role of evaluation of foreign medical schools, especially those in the Caribbean. However, an evaluating organization, which is to be taken seriously, must fulfill certain conditions:

An evaluating body is either a part of or is sponsored by a larger organization which has overall regulatory powers and that larger organization has delegated responsibility of evaluation to the evaluating body. The evaluating body reports to the larger organization, which has the legal authority to take and implement decisions. A good example is the LCME, which is jointly sponsored by the Association of American Medical College (AAMC) and the American Medical Association (AMA). The LCME derives its authority to accredit U.S medical schools from these larger organizations that oversee its activities.
The AAIMG lacks any legal instrument to assume the role of evaluator of medical schools. The organization is nobody, is accountable to nobody and lacks the credibility and respectability of any medical organization, which is of substance.

CLANDESTINE NATURE OF ACTIVITIES

A normal evaluating body conducts an open evaluation. An evaluating team normally consist of a team of carefully selected professionals who are distinguished in their disciplines and who have track records of integrity. The institution hosting the evaluation team receives names of the team well in advance of their visit together with clearly defined objectives and program of activities. For example, before an accreditation visit, the LCME would send a package to the host institution about 3 months prior to the visit. The package would contain a guidebook, guidelines for the conduct of accreditation survey etc (SEE ATTACHMENT). An evaluating team undertakes its activities in the open and eventually makes its reports accessible to the host institution for comments, the aim being to improve the program of the institution and not to destroy it.

The so-called evaluation of AAIMG is undertaken clandestinely in the shadow of secrecy. The chapter entitled “Evaluation Process for Examining International Medical Schools” is amateurish, and betrays the low caliber of the people who constitute themselves as AAIMG. According to this band of people, “marketing materials such as catalogs and websites were carefully analyzed” without furnishing the criteria of the “analysis”. Their claim of asking the medical school “a standard list of questions” was not supported by clarifying what their definition of “standard” is, thereby portraying their ignorance of the fact that “standard” as a qualitative or quantitative means of evaluation is subjective, depending on one’s prejudice, experience, qualifications, exposure etc. The most damming observation is that the organization, which calls itself AAIMG, resorted to telling blatant lies in order to earn credibility. Its claim of its “evaluation team” visiting 25 medical schools “with programs admitting U.S. students” was contradicted by many statements made within the text of its documents for example, the AAIMG document stated that its site visits were made by AAIMG members “posing as prospective applicants”. This means that according to AAIMG’s mentality and standards, prospective applicants are knowledgeable enough to constitute “evaluation teams”, the reports of which are used to pronounce on the standards of medical schools. As another example, the AAIMG stated in the document that site visits were made to “admission offices” but in the classification of its deficiencies, it listed many universities as having no admission offices either in the United States or in the country of origin. In its desperation to falsely “earn” credibility, the AAIMG presented a document on evaluation process, which at best is a masterpiece of “confusion”. AAIMG members “posing” as applicants made site visits; “applicants” were said to visit each basic science campus for tours and interviewed as many students, administrators and faculty members; “evaluation teams” were said to have visited a total of 25 medical schools. Apparently, the so-called AAIMG had reduced program evaluation to the status of “Spanish inquisition” in which evidence must be collected by all means-fair or foul, in order to convict an innocent person. The apparent confusion in its evaluation process and the multitude of discrepancies therein portray the so-called AAIMG as nothing but liars who are so desperate to earn credibility through crooked means.

DEFICIENCIES

Since the AAIMG is so keen on listing deficiencies of medical schools, it is only appropriate that its own deficiencies should be articulated.
The AAIMG lacks any credibility as an evaluating organization in terms of legal instrument, respect from and acceptability by the medical schools, which it purports to evaluate, and methodology/techniques adopted in evaluation.

AAIMG is an amorphous organization whose roots, origins and place/base of operations are unknown; whose memberships, if any, are concealed, which has no published names of officers and which conducts its business clandestinely, shrouded in secrecy.

Evaluation process is amateurish, poorly conceptualized, promotes mediocrity in medical education and is devoid of any conventional procedure. Evaluation teams consist of “ghost” figures such as “prospective applicants” “applicants” and/or AAIMG members whose credibility integrity, track record or experience in medical education are unknown and can not be assessed.

Claims made in the evaluation process are unverifiable. Site visits are not supported by correspondences from host schools, dates of visits are not given and samples of scheduled programs in visited medical schools are lacking.

The document on evaluation process contains bundles of contradictions, which give credence to the lack of integrity of the organization, which calls itself AAIMG.

EVALUATION CRITERIA

The so-called AAIMG listed eight criteria and each of these has a set of sub-criteria, which were “unilaterally imposed” on the institutions. These criteria and sub criteria read like cheap articles in tabloids, where excellence is sacrificed on the altar of mediocrity. The contents of these evaluation criteria exposed the ignorance of the so-called AAIMG on the impact of educational science and communication/information technology upon medical education. The contents of the evaluation criteria also demonstrate the inability of the so-called AAIMG to comprehend current trend in medical education vis-á-vis the role of medical doctors in primary health care.

As an example, the so-called AAIMG was so obsessed with any medical school “granting advanced placement to allied health professionals” and any medical school with “significant distance leaving component as part of the curriculum” that they were automatically placed in “deficient” category, without any articulation of reasons or explanations. Surely, the so-called AAIMG is unable to differentiate “distance learning” from the utilization of advanced communication and information technology to supplement and complement medical education. The so-called AAIMG is unaware of the fact that over a third of the medical schools in the United States (and the number is rapidly increasing) are presently complementing several aspects of their medical curriculum with advanced communication and information technology. In addition, the so-called AAIMG is ignorant of the trends in educational science, an important aspect of which is the search for alternative methods of delivering education apart from the direct teacher-learner contact.

It is therefore necessary to educate the AAIMG on the following issues:

Research evidence had shown conclusively they serious limitation of sole reliance on traditional medical teaching methods. Research had shown that the traditional teaching methods in which teachers see themselves and are seen by their students as the sole experts who will present material and determine the extent to which students have mastered it are not yielding desired results due to pressure of time and a constantly expanding factual content. Research through education science has also shown that such traditional teaching methods produce medical students who are dependent on experts for direction rather than independent in the pursuit of life-long medical education and medical students whose interpretative problem-solving skills and clinical judgment are limited.

Traditional teaching methods in which the role of medical teachers is only one of telling and showing and the students’ role that of listening and watching until the teachers learning has been transmitted is not appropriate for the field of medicine which is a rapidly developing field where “facts and information” are constantly changing, new professional skills are constantly emerging and the students task is that of learning how to weigh and judge both the new and old through his/her professional career.

After UNESCO in 1998 challenged the scientific world to explore the utilization of communication and information technology comprehensive and predicted its “inescapable penetration of the world of education and research”, attention has focused on alternative methods of education delivery. Medical education was not left behind in the search. In fact, the World Health Organization has encouraged the utilization of alternative methods of the delivery of medical education. Within this context, the WHO has promoted the “Education Strategies of the Health Professions” which had examined various methods of delivery of medical education such as simulation in instruction and evaluation in medicine, examination and decision-making, teaching large groups, microteaching for teacher training etc. The WHO has taken utilization of alternative appropriate methods for medical education so seriously that it had established a comprehensive long-term program for teachers of medical and allied health sciences. On September 30, 1970, the WHO signed a Memorandum of Agreement with the University of Illinois in Chicago U.S.A. for the purpose of improving the teaching standards of schools of health personnel.

The analysis provided above shows that the focus of medical education has shifted to teaching students how to learn and how to be independent, self-directed and equipped to deal with an ever-changing environment. Within this new focus of medical education, there is a place for lectures, student listening and faculty talking but there is also a need to infuse other teaching systems, which will promote independence and self-direction. This is why many medical schools are supplementing and complementing traditional teaching methods with delivery methods which utilize advance communications and information technology. It is now estimated that over a third of the medical schools in the U.S (and is now rapidly increasing) are mo supplementing and complementing medical education with advance communication and information technology including lectures received via Internet.

It is apparent that the so-called AAIMG is totally ignorant of current trends in medical education, cannot distinguish between distant learning and utilization of modern communication and information technology in medical education and are so blinded by their obsession and prejudice against certain medical schools that they conceive “distant learning” as a weapon.

The granting of advanced placement to allied health professionals by some medical schools is another obsession of the so-called AAIMG and a source of their cheap propaganda against medical schools which do so. Again, the AAIMG is unable to articulate reasons for their obsession against granting of advanced placement to allied health professional. As in the case of its obsession with “distant learning” the so-called AAIMG suffers from ignorance and inability to follow trends in the medical profession. Perhaps it is better to educate the so-called AAIMG on the following:

One of the reasons why the WHO’s objective of “Health for all by 2000” could not be realized as at 2000 was the acute shortage of health personnel, especially medical doctors in most countries in the world. Even in those developed countries where there were reasonable ratios of medical doctors to the human population, there was maldistribution of physicians with surplus in urban cities and shortage in rural/ medically underserved areas.

In a sample of 83 countries, UNESCO showed in 1998 that only 9% of students enrolled in universities all over the world were studying medical sciences, which include medicine, dentistry, podiatry, nursery, pharmacy etc. This was a clear indication that the traditional method of medical education cannot be relied upon to produce the numbers of physicians, which will lead to the enhancement of the primary health care system in most countries in the world. This realization challenged medical institutions all over the world to come up with alternative methods of training medical doctors without compromise on established standards.

Within the last decade, the concept of medical schools adopting non-traditional medical programs for medical education had become well established with the methodology and objectives varying from one institution to the other. For example in 1974, the Michigan State University implemented a non-traditional medical program whose objective was to overcome the worldwide problems of maldistribution of physicians. According to the Michigan State University “to achieve the objectives, a radical departure from traditional programmes and processes was necessary. A modular curriculum was evolved and, perhaps more importantly, there is considerable emphasis on experiential learning. Students are engaged in a continuous process of providing comprehensive care to 25 families over a period of three and a half years”. In the experiential learning of Michigan State University non-traditional medical program, there was no development of elaborate facilities (classrooms, hospitals) and maximum use was made of health practitioners as a learning resource.
Another relevant example of non-traditional medical programmes in the U.S. is the (WAMI) (Washington, Alaska, Montana, Idaho) which is a regional effort by the University of Washington Medical School to increase the numbers of primary care physicians practicing in the rural areas. Interestingly, satellite communications technology was used for teaching in the WAMI program and according to the statement from the University of Washington Medical School; “Developments in communications technology however, make it possible for students to be geographically separated by long distances from essential educational resources and yet still have them readily available”. It is noted that in the process of geographical decentralization of the WAMI, the first year of basic science courses are undertaken far away from the main campus, using staff and facilities of the regional colleges and universities that do not have medical schools. The following evaluation reports of WAMI, as reported by the University of Washington Medical School are note worthy:

Students receiving training through WAMI do as well as those receiving their education solely at the main campus.

The number of students admitted to medical schools from WAMI states continue to rise; at the time of report, 16 out of 35 residents who have completed the WAMI program were practicing in towns with a population of less than 5000.

WAMI was evaluated through the auspices of LCME and was accredited for 7 years.

For the enhancement of Prime Health Care in every country, international organizations including WHO had recognized the important role which “multiskilling” of health professionals within the Prime Health Care team can play. Apart from increasing the number of physicians available to the population, a health care professional trained as a medical doctor builds value to the Prime Health Care team because of his/her knowledge of the system and his/her ability to play the role of two professions (his/her original profession and medical profession). Advanced placement of health-care professionals such as OMS, Dentists, Podiatrists, etc. is justified for the following reasons:

In many Universities across the world including U.S.A., students of medicine, dentistry, osteopathic medicine etc. share the same facilities during studies. Usually the basic part of each discipline constituting basic sciences is taught commonly to all students registered in various medical professions. However professors are brought in at certain stages to emphasis areas specific to each profession. In the schools of Medicine, Dentistry and Veterinary Medicine at the University of Kentucky in U.S.A. and the University of the West Indies in the Caribbean for example, the first two years focus on the basic biomedical sciences, incorporating limited course work to introduce students to clinical medicine, clinical dentistry and clinical veterinary medicine.

Analysis of curricula of medical and allied health schools all over the world including the U.S.A., shows strong similarity in the curricula of basic sciences for students of medicine, osteopathic medicine, podiatric medicine, dentistry and chiropractic. For each profession, basic science courses last 2 years.

It is generally known and established that the same textbooks are used for basic science courses, irrespective of the profession. For example, in the Chiropractic school as Cleveland Chiropractic College, Palmer College of Chiropractic and in Podiatric Schools such as the Ohio College of Podiatric Medicine, to name a few, the recommended books for basic sciences are the same as those of medical schools.

There is no doubt therefore that Prime Health Care stands to gain a lot from the training of the health care professionals as physicians. As earlier stated, the so-called AAIMG had been unable to support their negativity towards advanced placement of health care professionals with acceptable reasons.

A critical analysis of the examples given about reveals the following with regards to the evaluation criteria of the AAIMG:

The so-called AAIMG is totally ignorant of current tends in medical education.

The medical program of a medical school cannot be adequately evaluated without reference to the mission of the institution and the objectives of the program.

Most of the evaluation criteria listed by the so-called AAIMG are either based on wrong information or are in opposite direction to the approaches of LCME.

The following are given as examples:

According to the Basic Sciences Curriculum Section of its Evaluation Criteria, the so-called AAIMG required the duration of the entire course of study leading to the Doctor of Medicine degree not to be less then 38 months, whereas the LCME which has the legal instrument of evaluation required 32 months.

The so-called AAIMG arrogates to itself the monopoly of dictating a single pattern of organization of medical schools. On the other hand, the widely respected and experienced LCME advised: “There is no single pattern of organization that can be recommended for the medical school and its faculty”.

AAIMG is promoting criteria which ware rigidly tied to traditionally established medical schools in the U.S. However the LCME had advised thus: “Furthermore, when new medical schools are established, they should not necessarily be modeled after established medical schools. They may not require the same programme and structure as institutions that, with their traditional emphasis, are designed to meet the need of their own respective societies”.

While the so-called AAIMG is prescribing the absolute language of “quantity” which regards to faculty in medical schools, the LCME advised the medical schools that “the determination of the number of faculty needed by a medical school must be based upon the need for a critical mass in each discipline”.

A major and glaring weakness of the evaluation criteria of the so-called AAIMG is its silence on the products of the medical schools i.e. performance of graduates at USMLE. Eligibility for licenses in the U.S., which is the major objective of U.S. students enrolled for M.D. degree, is derived from passing of USMLE by medical graduates irrespective of whether they graduate from U.S. or foreign medical schools. For a prospective U.S. student wishing to study in the Caribbean therefore, the main issue is not whether he/she studies in those Universities which the so-called AAIMG had placed in its category of “Medical Schools Meeting or Exceeding AAIMG Evaluation Criteria” or in the universities which it had placed under “Medical Schools with Significant Deficiencies. Indeed, the main issue is whether such a Caribbean school has a good or excellent track record with regards to the performance of its graduates at the USMLE. Viewed from this point, the so-called AAIMG and its evaluation fall into irrelevancies, with the performance at USMLE of the graduates of the individual Caribbean medical schools representing the most reliable and authentic criterion and yardstick which should be used by prospective students in the selection of a medical school for enrolled towards the M.D. degree.

[Beaker]

http://www.uhsa.ag/oic/

Official Information Center of the

University of Health Sciences Antigua
School of Medicine



The University of Health Sciences Antigua (UHSA) has been known to provide excellent Education to students around the world for more than 21 years. The only two publications that our University recognized are:

AMSA – http://www.amsa.org/

IFMSA – http://ifmsa.org/

The University is extremely opposed the publication of the so-called American Association of International Medical Graduates (AAIMG), UHSA Unofficial Forum published by Network 54 and other unofficial websites of our institute presented on the internet. The contents of these publications are inaccurate, misleading, full of unsubstantiated facts and rumors. There is an unprofessional research and rumors about admissions to the Caribbean Medical Schools that seem to be widely circulated on the internet and unfortunately often believed. Even though they are not true, their persistence can be very discouraging to prospective medical schools applicants. The best defense against the discouraging effects these rumors may have is to make sure that prospective students rely on the information obtain directly from the School. It is not the intension of our institution to deal point by point with these unsubstantiated publications or “rumor mill” as we called them, but to display facts and findings on our Official Information Center of the University. We found that the authors of these publications and rumors are pseudo-professionals, disgruntled students and paid individuals and agencies as well as a deranged previous faculty member.

[Beaker]

http://www.fowma.com/bogus_asso.htm

Bogus (Fraud) Associations

AAIMG (American Association of International Medical Graduates)

About AAIMG.....! (American Associations of International Medical Graduates)
FOWMA has performed investigations through its councils, Committees, Commissions and task forces into the authenticity of several associations throughout the world. FOWMA will update the information from time to time on bogus, scam, fraud associations for all health care professionals who are looking into opportunities all over the world.

FOWMA is releasing the following information on AAIMG ( American Association of International Medical Graduates ) based on its detailed research and investigations through its task force.

1. AAIMG is a fraud and bogus organization.

2. AAIMG has registered in State of Nevada without any address. The listed address on the web site is 1802 N. Carson Street, Carson city, NV 89701 USA. There is no such existing address with AAIMG office.

3. AAIMG has no telephone numbers or Fax numbers listed to its association

4. The so called President Dr. Thomas Moore does not exist and is no one by that name in United States listed under AAIMG in any telephone directory or public information booklets like Staate Board licence, registration or any other source. The email listed as presaaimg@hotmail.com is a public hot mail with no direct email to AAIMG.

5. The so called Secretary Sarah B. Weinstein does not exist and is no one by that name in United States listed under AAIMG in any telephone directory or public information booklets like Staate Board licence, registration or any other source. The email listed as execsecaaimg@hotmail.com is a public hot mail with no direct email to AAIMG

6. FOWMA has investigated into the hosting of web site of AAIMG, which is a bogus scam and fraud association. The web site is hosted by a Russian web host company. AAIMG is a bogus web site and association hosted in Russia. Following is the address of the web site host in Russia.

Administrative Contact, Technical Contact, Billing Contact: Demkin, Andrew (HDIJIKMWTI) demkin@HOTMAIL.COM 60, Moika emb. apt.33 Saint-Petersburg, 190000 RUSSIA +7 812 3147397 +7 812 3147397

7. FOWMA has found a disclaimer at the bottom of the home page web site of AAIMG as follows:

Design and web hosting by OOO Nautilus, Russia Disclaimer: OOO Nautilus disclaims any responsibility for the content of this website provided by AAIMG

8.Reports of the task force of FOWMA who conducted investigation research into this bogus fraud association (AAIMG )has revealed that Administrations of the Medical Schools throught out Caribbean, Europe and other parts of the world were approached by this fraud AAIMG association and demanded money in US dollars anywhere from $3000 to $7500 for listing the medical school as exceeding AAIMG evaluation criteria . It was also found that Medical Schools who did not pay the money were listed as schools with multiple, serious deficiencies.

9. FOWMA has found that AAIMG web site is hosted by unknown individuals in Russia with self designed criteria to black mail, demand and extract money from medical schools.

10. FOWMA has also found that there are more than one bogus fraud associations like AAIMG operating their activities from outside of USA milking money from new medical schools. FOWMA has also found that AAIMG is making use of the laws of corporation in states like Nevada and Delaware, which are liberal to register and operate from countries like Russia.

11. FOWMA and its task force has found that this fraud association AAIMG has never visited any of the sites of any medical schools as published on their web site by unknown individuals.

12. FOWMA has also learned that there is a multimillion dollar law suit pending againiast this fraud association by several organizations.

13. FOWMA warns all individuals and organization including students, physicians to be careful in reviewing any publications from this bogus fraud association in the form of web information, paper information or by any other email system.








© 2002 Federal of World Medical Association All rights reserved.

[neilc]

isn't this considered spamming?

[Miklos]

Originally Posted by Beaker

http://www.uhsa.ag/oic/

Official Information Center of the

University of Health Sciences Antigua
School of Medicine



The University of Health Sciences Antigua (UHSA) has been known to provide excellent Education to students around the world for more than 21 years. The only two publications that our University recognized are:

AMSA – http://www.amsa.org/

IFMSA – http://ifmsa.org/

The University is extremely opposed the publication of the so-called American Association of International Medical Graduates (AAIMG), UHSA Unofficial Forum published by Network 54 and other unofficial websites of our institute presented on the internet. The contents of these publications are inaccurate, misleading, full of unsubstantiated facts and rumors. There is an unprofessional research and rumors about admissions to the Caribbean Medical Schools that seem to be widely circulated on the internet and unfortunately often believed. Even though they are not true, their persistence can be very discouraging to prospective medical schools applicants. The best defense against the discouraging effects these rumors may have is to make sure that prospective students rely on the information obtain directly from the School. It is not the intension of our institution to deal point by point with these unsubstantiated publications or “rumor mill” as we called them, but to display facts and findings on our Official Information Center of the University. We found that the authors of these publications and rumors are pseudo-professionals, disgruntled students and paid individuals and agencies as well as a deranged previous faculty member.

Please see the Medical Board of California's disapproved schools list at http://www.medbd.ca.gov/Unapproved_Med_Schools.htm

You will find:

University of Health Sciences Antigua, St. John's disapproved 07-28-95

This means that neither education completed at nor diplomas issued by this school will be accepted toward meeting the requirements for training and/or licensure in the state of California.

PS I think it extremely unwise to rely strictly on the school (any school) for information about itself.

[stephew]

as this thread is a retread, I am locking and moving it.

[stephew]

Made a mistake; I thought there was a cut and paste of an old post from another AAIMG thread. Beaker corrected me on this issue and ultimately we were both in agreement that to keep from too many AAIMG threads, he's link this one to the old one. http://www.valuemd.com/viewtopic.php?t=10425&start=0
Steph