Section 5
Graduates from health education programs and activities after study – Class of 2000

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5.1 Characteristics of graduates from health education programs

5.2 Characteristics of health graduates' program of study

5.3 Student debt of graduates from health education programs

5.4 Pursuit of additional education

5.5 Transitions of health graduates into the labour market

5.6 Retention of health graduates in health occupations

5.7 Health graduates' earnings

5.8 Mobility of students and graduates from health education programs

In all models of health human resources planning, new graduates are a major source of supply into health occupations. Thus, monitoring the number and characteristics of health graduates is an important part of health human resources planning.

Two different surveys are used in this section to measure the short- to medium-term labour market outcomes of graduates from Canadian public universities and community colleges. The National Graduates Survey (NGS) is used to present a base profile of 2000 graduates from health education programs and their program of study. It is also used for data pertaining to the mobility of health graduates two years after study. On the other hand, the Follow-up Survey of Graduates (FOG) is used to evaluate the medium-term outcomes (five years after graduation) of the same graduates from health education programs, such as their student debt, pursuit of additional education, transitions into the labour market, retention in health occupations and their earnings (refer to Appendix 1 for more information on these surveys). As these surveys are produced every four to five years, the last available data is for the class of 2000. Data for the 2005 cohort of graduates interviewed in 2007 should be available by the end of 2008. It should be noted, however, that a socio-demographic profile of more recent health graduates from 2004 and 2005 is presented in section 4 using another available data source, the Postsecondary Student Information System (PSIS).

5.1 Characteristics of graduates from health education programs

Information on the number and characteristics of individuals graduating from health education programs is essential as their makeup can change the existing labour force profile of health occupations and have implications for the delivery of services and impact on the management of human resources.

Health graduates accounted for 7% of bachelor graduates and 14% of college graduates in 2000

As shown by NGS, there were approximately 267,300 graduates from Canadian public colleges and universities (bachelor, master's and doctoral graduates) in 2000. Graduates from health education programs at the college level accounted for 14% of the estimated 101,400 graduates, while graduates from bachelor health programs represented about half this proportion (7% of the 132,600 bachelor graduates) (Table 5.1.1).

Not surprisingly, about 78% of all college graduates from health education programs (14,300) were coming from the three largest provinces: Quebec (1,400), Ontario (7,200) and British Columbia (2,500). At the university level, about 71% of the estimated 12,000 health graduates were coming from the same jurisdictions: Quebec (3,800), Ontario (3,600), and British Columbia (1,100). With about 1,400 graduates from health education programs, however, Alberta produced slightly more university graduates than British Columbia, mostly attributable to health graduates at the bachelor level (1,200 compared to 900) (Tables 5.1.2 to 5.1.12).

Health graduates were generally more likely to be women

Similar to what was observed for students enrolled in health education programs (see section 4), the majority of health graduates in 2000 were women—close to 90% of college graduates and slightly less than 80% of university graduates (about 80% of bachelor and master's graduates and more than half of doctoral graduates). This was also generally true at the provincial level, where the proportion of women in health programs was higher than the one in all other programs (Tables 5.2.2 to 5.2.12 and Chart 5.1).

Chart 5.1
Health graduates were generally more likely than their counterparts from other fields to be women

College and university health graduates were older

Given the multiple pathways into and through health studies, graduates from health education programs were more likely to have some previous postsecondary education and / or full-time work experience (Table 5.2.1). As a result, students graduating from health education programs tend, in general, to be older than their counterparts from other programs (average age of 30 compared to 26 at the college level, and of 29 compared to 27 at the university level). While bachelor health graduates tend to be older than graduates from other programs (average age of 29 compared to 26), the situation was the reverse at the doctoral level (average age of 31 compared to 35). Results from NGS showed that there was no statistical difference between the average ages of master's health graduates and their counterparts from other fields (average age of 33 compared to 32) (Table 5.3.1).

Similar to what was observed at the national level, students graduating from health education programs in the provinces and territories tend, in general, to be older than their counterparts from other fields. The average age of health graduates varied widely by jurisdiction and level of study, from 24 years in Quebec to 41 in Yukon at the college level, and from 24 years in Prince Edward Island to 31 in Quebec at the university level. University programs are not offered in the territories (Tables 5.3.2 to 5.3.12).

The majority of health graduates could speak English well enough to conduct a conversation, but less than a third could do the same in French

Providing health services in both official languages is of particular concern to provinces that are bilingual, or offer bilingual services because of high proportions of minority language speakers in their population. Thus, it is important to examine the ability of graduates to conduct conversations in both official languages. In all provinces and territories in Canada, the majority of health graduates, including about 40% in Quebec, indicated they could speak English well enough to hold a conversation (Tables 5.4.2 to 5.4.12).

New Brunswick and Quebec were the only two provinces with a majority of health graduates reporting that they are able to conduct a conversation in French

However, fewer of them express the same ability in French, and health graduates were slightly less likely than all other graduates to feel they had that ability. At the college level, about 93% of graduates could converse in English, compared with about 21% of health graduates and 29% of all other graduates who could converse in French. The situation was about the same at the university level. While about 87% of university graduates reported being able to conduct a conversation in English, about 44% of health graduates and 45% of all other graduates reported being fluent in French. Not surprisingly, college and university health graduates from New Brunswick and Quebec were the only two provinces with a majority of graduates reporting being able to conduct a conversation in French (Tables 5.4.2 to 5.4.12 and Chart 5.2).

Chart 5.2
New Brunswick and Quebec were the only two provinces with a majority of health graduates reporting that they are able to conduct a conversation in French

The ability to speak French tends to increase with the level of study

In spite of this, a different picture emerges when examining the results by level of study for those who are able to maintain a conversation in French. First, the ability to speak French tends to increase with the level of study, and this is particularly evident for health graduates. As illustrated in Chart 5.2, while about 21% of college health graduates reported being fluent in French, this proportion increases to about 44% at the university level. Results from NGS showed that about 42% of health graduates reported being able to conduct a conversation in French at the bachelor level, 45% at the master's level, and 77% at the doctoral level. Slightly less than half of graduates from non-health programs at the doctoral level reported being able to conduct a conversation in French (Table 5.4.1).

Many, but not all, health graduates able to hold a conversation in French graduated from Quebec institutions. At the college level, 46% of health graduates who indicated being able to converse in French were graduates from Quebec institutions. This was the case for about 70% of university health graduates (data not shown). In contrast, at all levels, nearly all (98%) health graduates from Quebec institutions indicated they were able to conduct a conversation in French (Table 5.4.6 and Chart 5.2).

5.2 Characteristics of health graduates' program of study

On-campus, scheduled classroom learning may disadvantage certain groups such as parents who must juggle both work and child care responsibilities and people living in rural or remote communities. Distance education can be seen as a method of increasing accessibility for all (Townsend et. al. 2002).

The NGS collects information on whether graduates followed at least part of their program using some form of distance education. In general, bachelor graduates are about twice as likely as college and master's graduates to indicate some use of distance education during their program (about 20% compared with about 10%). Such type of information is not available at the doctoral level due to the sample size for this level of study. And it is only at the bachelor level that health graduates seem able to take advantage of this possibility in greater proportions than graduates from non-health programs. About 26% of bachelor graduates from health programs indicated that they completed their degree using some form of distance education, compared with 19% of graduates from all other programs. The differences observed by level of study may be attributable to an availability of more distance education courses in health programs at the bachelor level, but it is not possible to verify this for this study (Table 5.5.1).

Among the provinces, New Brunswick showed the highest (45%) proportion of bachelor health graduates with some use of distance education during their program. About 40% of bachelor health graduates from Newfoundland and Labrador and around 30% in Quebec, Manitoba, Alberta and British Columbia also indicated using some form of distance education before completing their degree. Sample size does not support such type of analysis for Prince Edward Island and the territories (Tables 5.5.2 to 5.5.12).

There were no differences in the use of some form of distance education between health graduates and non-health graduates at the college or master's levels for Canada and for most of the provinces. A large proportion (83%) of master's graduates from the nursing program in New Brunswick was, however, reporting some use of distance education before completing their degree. This compares to about 16% of master's graduates from non-health programs in this province. Again, the sample size does not support such type of analysis at the doctoral level as well as for the territories (Tables 5.5.1 to 5.5.12).

5.3 Student debt of graduates from health education programs

Financial constraints may represent one of several barriers to access and participation in postsecondary education. It is clear that student indebtedness is a major concern as there are continuing commentaries about the potential impact of the cost of higher education on the socio-economic 'mix' and career choice (choice of specialties) of students in the different health programs. As noted by Junor et. al. (2004), financial barriers can consist of price constraints (the cost of education does not appear worth the benefit), cash constraints (inability to raise sufficient funds) and debt aversion (reluctance to incur debt). A look at education-related data from the Follow-up Survey of Graduates (FOG) (Class of 2000) provides some indication of the level of student indebtedness and the ability of graduates to repay that debt.

Health graduates are generally more likely than their counterparts from other fields to have higher debt level from all sources at graduation

Students finance their education in a variety of ways including employment income, savings, family support, scholarships, and loans from government and private sources. At the time of graduation in 2000, a majority of graduates from health education programs reported owing some kind of debt for their education and this was also true across the jurisdictions (Tables 5.6.1 to 5.6.12).

Graduates were asked if they ever borrowed money to finance any of their education through a government-sponsored student loan program or through any other sources that they would have to pay back (such as private bank loans or family). They were then asked how much they owed on each of these sources at the time of graduation (for all programs).

Graduates who owed money for their education on any source (government or non-government): Includes graduates who owed money on government-sponsored student programs, to other sources or to both sources.

Graduates who owed money for their education on government student loan programs: Includes graduates who owed money on government-sponsored student programs, whether or not they owed money on other sources.

At the bachelor level, about 58% of health graduates owed money on some education-related loan, with an average amount owing of about $30,400 to all sources. In comparison, about 54% of graduates from all other programs reported owing money, with an average of about $19,600. At the master's level, about 48% of health graduates owed an average of $25,800 on some education-related loan, compared with about 42% of master's graduates from other fields, with an average amount owing of $19,100. Similarly, about 72% of doctoral health graduates owed an average of $35,400 on some education-related loan, compared with about 42% of doctoral graduates from other fields, with an average amount owing of $19,200. At the college level, the average amount owed at graduation by health graduates was not statistically different than the one reported by their counterparts from other programs (about $13,000 respectively) (Table 5.6.1).

Health graduates from all levels of study but doctoral were no more likely than their counterparts from other fields to owe money on government-sponsored student loan programs at graduation

Student loans are an important source of funding for those who do borrow. In fact, government student loan programs were the major source of student borrowing: 45% of bachelor graduates and 41% of college graduates owed money on government student loans programs when they graduated (Allen et. al. 2007).

Results from FOG showed that among graduates who did not pursue further education after 2000, college, bachelor and master's health graduates were no more likely than their counterparts in other fields to owe money on government-sponsored student loan program at graduation. In 2000, about 43% of the college health graduates reported owing money on government-sponsored student loans programs. This was the case for about half (52%) of the bachelor health graduates and for about 42% of the health graduates at the master's level. Doctoral health graduates were, on the other hand, about two times more likely (67%) than graduates in other fields (34%) to owe money on such programs at graduation (Table 5.7.1).

Amounts owed at graduation to government-sponsored student loan programs by bachelor and master's graduates were, however, slightly higher for health graduates than for graduates from all other fields

The average amount owed on government-sponsored student loan programs by college and doctoral health graduates who did not pursue further education after 2000 was not statistically different from the one reported by graduates from other fields ($12,900 compared to $12,500 at the college level; and $17,200 compared to $18,100 at the doctoral level). The average amounts owed on such programs by bachelor and master's graduates were, however, slightly higher for health graduates than for all other graduates. At the bachelor level in 2000, the average amount owed by health graduates on government student loans program was about $26,300 compared to about $18,800 for all other graduates. Similarly, master's health graduates owed about $22,200 on their student loan compared to about $16,700 for graduates from all other programs (Table 5.7.1).

Information on the proportion and amount owed at graduation on government-sponsored student loan programs is available for all provinces at the college level, for all provinces but Prince-Edward-Island at the bachelor level, for half of them at the master's level (Nova Scotia, Quebec, Ontario, Alberta and British Columbia), and only for Quebec at the doctoral level. Given the sample size in FOG, such type of information was only available at the aggregate college level for the territories (Tables 5.7.2 to 5.7.12).

Results from FOG showed that, in all provinces but Newfoundland and Labrador and Prince Edward Island, there was no statistically significant difference in the amount owed at graduation by college health graduates and their counterparts from other fields. The average amount owed at graduation on government-sponsored student loan programs by college health graduates varied from around $8,000 in Quebec and Manitoba to about $20,700 in Newfoundland and Labrador (Tables 5.7.2 to 5.7.12).

While the average amount owed at graduation by bachelor health graduates from Newfoundland and Labrador, Nova Scotia, Ontario and Manitoba tend to be higher than the one owed by all other graduates, there was no statistically significant difference between the two groups in New Brunswick, Quebec, Saskatchewan, Alberta and British Columbia. The average amount owed at graduation on government-sponsored student loan program by bachelor health graduates varied widely by province, from about $14,000 in Quebec to more than $30,000 in Newfoundland and Labrador, Nova Scotia and Ontario (Tables 5.7.2 to 5.7.12).

At the master's level, health graduates from Nova Scotia ($31,300) and Alberta ($26,400) were more likely than their counterparts in other fields to owe a larger amount on government-sponsored student loan programs ($18,800 and $17,900 respectively). No statistically significant difference was observed in the amount owed on such programs between health graduates and their counterparts from other fields in Quebec, Ontario and British Columbia (Tables 5.7.2 to 5.7.12).

Five years after graduation, about 20% of health graduates at the college and master's levels and 30% at the bachelor and doctoral levels were still owing to their government-sponsored student loan program

The proportion of health graduates still owing to their student loans two and five years after graduation varied according to the level of study and the province. At the national level, about 30% of college and master's health graduates reported still owing to their student loans two years after graduation, while this was the case for about 40% of them at the bachelor level and 50% at the doctoral level. Five years after graduation, this proportion dropped to about 20% at the college and master's levels, and to about 30% at the bachelor and doctoral levels (Table 5.7.1).

Health graduates from all levels of study but doctoral were more likely to have paid off a larger share of their student loan five years after graduation than their counterparts from all other programs

Five years after graduation, health graduates from all levels of study but doctoral were more likely to have paid off a larger share of their student loan than their counterparts from all other programs. College and bachelor health graduates paid off the larger shares among all levels with about 40% of their government-sponsored student loan, followed by master's (30%) and doctoral (12%) health graduates. This compares to about 30% of their student loan paid off for all other college graduates, to about 26% for the bachelor, and to about 20% for the master's and doctoral graduates (Table 5.7.1).

Across the provinces, health graduates at the university level were generally more likely than their counterparts from all other programs to have paid off a larger share of their student loan five years after graduation. Given the sample size in FOG, such type of information was not available for Prince Edward Island. At the college level, however, graduates from other fields in four provinces out of ten (Nova Scotia, New Brunswick, Saskatchewan and Alberta) were more likely than health graduates to have paid off a larger share of their government-sponsored student loan five years after graduation (Tables 5.7.2 to 5.7.12).

Given this, health graduates were generally no more likely than graduates from other fields to still owe high amounts on their student loan five years after graduation

Despite the fact that health graduates were generally more likely than their counterparts from other fields to owe money on their government-sponsored student loan program at graduation, they were no more likely than graduates from other fields to owe high amounts five years after graduation. This is mostly attributable to the fact that compared to their counterparts from other programs, health graduates were able to pay off a larger share of their debt during these years.

Results from FOG showed that college and university health graduates across all provinces were no more likely than graduates from other fields to still owe high amounts on their government-sponsored student loan programs five years after graduation. The only exception to this was for college health graduates in Quebec who owed slightly less on their student loans five years after graduation than their counterparts from all other programs ($3,700 compared to $6,100) (Tables 5.7.2 to 5.7.12).

5.4 Pursuit of additional education

Obtaining additional education can have a significant payoff for individuals in the labour market, particularly where the entry-to-practice requirements necessitate higher levels of education. In some cases, however, health graduates who pursue additional education may mean a short- or long-term loss in the supply of direct care health practitioners, as they either steer away from health occupations in general or direct themselves into teaching, research or policy work. The knowledge of the level of pursuit of additional education thus becomes important information for recruitment and retention in health occupations.

Health graduates were generally less likely to pursue additional education within five years of graduation than their counterparts from other fields

Many graduates have some previous postsecondary education prior to their current program, and many go on to new programs with their recently acquired degrees and diplomas. With the exception of doctoral health graduates, health graduates in general were less likely than their counterparts from other fields to have pursued additional education within the five years following graduation. Doctoral health graduates, on the other hand, were about three times more likely than their counterparts from other fields to have pursued such additional study (34% compared to 13%). At the college level, about 35% of health graduates pursue additional education, not significantly different than graduates from all other programs (40%). At the bachelor level, about 42% of health graduates do so, compared with about 54% of all other bachelor graduates. Finally about 30% of master's health graduates pursue additional education, compared to 40% for graduates from other fields at this level (Table 5.8.1). These results may in part be due to the fact that health graduates in general are more likely to have some postsecondary education experience previous to their current program. A second reason may be due to the fact that many health programs are occupation-oriented, so that additional education may not be seen as necessary in order to obtain employment after graduation.

As shown by FOG, the proportion of health graduates pursuing additional education within five years of graduation varied widely by province and level of study (Tables 5.8.2 to 5.8.12).

5.5 Transitions of health graduates into the labour market

As there is a clear demand for their skills, graduates from health education programs tend to make quick transitions into the labour market. Results from Table 5.9.1 showed that over nine in ten health graduates who had not gone on to additional studies were employed two years after graduation, most of them in a full-time position. The situation was about the same five years after graduation, ranging from about 92% of health graduates at the college level to slightly more than 99% at the doctoral level (Table 5.9.1).

Health graduates were generally more likely than their counterparts from other programs to be employed two years after graduation

Health graduates were slightly more likely to be employed two years after graduation than their counterparts from other programs. About 90% of graduates from all other programs at the college, bachelor, master's and doctoral levels were employed two years after graduation, compared with 94%, 98%, 96% and 94% respectively for health graduates. This was generally true across the provinces (Tables 5.9.2 to 5.9.12).

Five years after graduation, however, college and bachelor graduates from other fields seemed to have caught up to their counterparts from health programs with regard to employment

Graduates from health programs at the master's and doctoral levels were more likely than their counterparts from other fields to be employed five years after graduation (98% compared to 94% at the master's level; and almost all compared to 94% at the doctoral level. At the college and bachelor levels, however, graduates from other fields seemed to have caught up to their counterparts from health programs with regard to employment. In fact, five years after graduation, more than 90% of college and bachelor graduates from both health and other fields were employed (Table 5.9.1). This, however, seemed to vary by jurisdiction and level of study (Tables 5.9.2 to 5.9.12).

With 74%, college-level health graduates were less likely than their counterparts from all other programs (87%) to be employed full-time (work at least 30 hours per week) five years after graduation. The situation was the reverse at the doctoral level, where about 94% of graduates from health programs were working full-time compared to about 85% of graduates from other fields. At the bachelor and master's levels, however, health graduates were no more likely than graduates from other fields to be working at least 30 hours per week (82% vs. 86% at the bachelor level, and 86% of both health graduates and their counterparts from other programs at the master's level) (Table 5.9.1).

The situation was about the same at the provincial level. Health graduates from all levels of study were, in general, no more likely than their counterparts from all other programs to be employed full-time five years after graduation (Tables 5.9.1 to 5.9.12).

A majority of graduates from health education programs work in health occupations five years after graduation

It is also very important to know whether graduates from health programs work in health occupations. According to Allen et. al. (2007), about three-quarters of college health graduates and 81% of bachelor health graduates were employed in a health occupation two years after graduation. Some health programs, such as mental and social health services and allied professions programs⁴ at the college and bachelor levels and public health programs at the bachelor level, have lower proportions of graduates working in health occupations. This is partly a reflection of the fields themselves. For example, mental and social health services programs train for many of the counselling positions, such as in substance abuse, community health services, pastoral, marriage and genetic counselling. Many of these positions are not classified as "Health occupations" using the National Occupational Classification Statistics (NOC-S); they are found mostly in the "Occupations in social science, education, government service and religion" grouping. In fact, nearly three-quarters of bachelor graduates and about half of college graduates from these programs work in the occupations found in this grouping.

Results from FOG showed that about 80% of college and bachelor health graduates were working in a health occupation five years after graduation. Compared with their counterparts from lower levels of study, however, lower proportions of master's (56%) and doctoral (62%) health graduates were working in health occupations five years after graduation (Table 5.10.1). As shown in the first data report entitled: "Educating Health Workers: A Statistical Portrait" in 2007, about one in five of these graduates had an occupation from the "Occupations in social science, education, government service and religion" grouping two years after graduation, indicating that higher levels of education may lead to more diverse types of occupations, due to a focus in research, consultation or policy and program work as well as teaching.

5.6 Retention of health graduates in health occupations

The success of health graduates with regard to their transitions in the labour market can indicate whether they will remain in the occupation in the long-term. Thus, information on the short-term outcomes of graduates can also lead to important information for recruitment and retention.

High retention in health occupations

As shown by FOG, more than nine in ten university health graduates who reported working in a health occupation two years after graduation were still doing so three years later. This was particularly true for university graduates from medicine (M.D.) programs with about 98% of them still working in a health occupation five years after graduation. The situation was about the same at the college level. Among the college health graduates who reported working in a health occupation in 2002, about 89% were still doing so in 2005. With more than 95%, the highest level of retention was observed for college graduates from health education programs leading to dental support services and allied professions and to allied health diagnostic, intervention and treatment professions. This was the case for about 91% of college graduates from the nursing programs (Table 5.11.1).

As shown by this survey, there was some variation with regard to retention in health occupations across the provinces. Among university health graduates, about 86% of them from New Brunswick reported that they were still working in a health occupation five years after graduation, while this was the case for more than 95% of them in Newfoundland and Labrador (98%) and Quebec (97%). The situation was similar for college health graduates. About 82% of health graduates from the Northwest Territories reported that they were still working in a health occupation in 2005, while this was the case for more than 95% of them in Prince Edward Island (95%), Nova Scotia (98%) and Saskatchewan (96%). Given the sample size in FOG, such type of analysis was not possible at the university level for Prince Edward Island and for the Yukon and Nunavut at the college level (Tables 5.11.2 to 5.11.12).

5.7 Health graduates' earnings

Five years after graduation, health graduates at the bachelor and doctoral levels earned more than graduates from other fields

With the exception of college and master's graduates, health graduates earned more five years after graduation than graduates from all other programs. In addition, for both health graduates and all other graduates, earnings increased with the level of study. With about $36,500 annually, the estimated median earnings of college health graduates were not statistically different than median earnings reported by their counterparts from other fields ($36,000). At the bachelor level, health graduates earned approximately $55,900, compared with about $48,000 for all other graduates. The estimated median earnings of master's health graduates ($61,500) were not statistically different than median earnings reported by their counterparts from other fields ($65,000). Finally, doctoral health graduates earned about $110,000, compared with approximately $70,000 for graduates from all other programs (Table 5.12.1).

Similar to what was observed at the national level, health graduates earned generally more than their counterparts from other fields five years after graduation. This was particularly true of graduates at the bachelor and doctoral levels. Furthermore, the estimated median earnings of health graduates varied widely by province and level of study. The estimated median earnings of college health graduates varied from about $30,000 in Nova Scotia and New Brunswick to about $50,000 in Alberta. At the bachelor level, health graduates earned around $50,000 in Newfoundland and Labrador, Prince Edward Island, New Brunswick and Quebec, compared with more than $60,000 in Nova Scotia, Manitoba and Alberta. Graduates from health programs at the master's level earned from about $54,700 annually in Saskatchewan to more than $65,000 in Newfoundland and Labrador and Alberta. Given the sample size in FOG, information on the estimated median earnings five years after graduation was not available for the territories at all levels of study, for Prince Edward Island and New Brunswick at the master's level, and for the Atlantic provinces and Saskatchewan at the doctoral level (Table 5.12.1-5.12.12).

5.8 Mobility of students and graduates from health education programs

Using NGS, this section provides information on the geographical mobility of health students and graduates across provinces and territories.

Results from this survey showed that, overall, graduate migration was higher than student migration for 2000 university and college graduates. Among the 2000 university graduates, the percentage of graduates who had left their jurisdiction of study two years after graduation (12%) exceeded the percentage of students who had left their jurisdiction of residence to attend university (9%). At the college level, 5% had left their jurisdiction of study two years after graduation, surpassing the percentage of students who had left their jurisdiction of residence to attend college (3%) (Tables 5.13.1 and 5.13.2).

5.8.1 Mobility to study

About one in ten students migrated out of their home province to study in a health education program

Students may have to move within another jurisdiction for several reasons, including pursuing their education in the program of their choice. In Canada in 2000, about 16,100 or 6% of all students (college and university levels) migrated out of their home province to study. Health students represent about 9% of this out-migration. When adding students enrolled in selected health-related education programs such as psychology, social work and health and physical education / fitness, this proportion rises to about 16% (Tables 5.13.1 and 5.13.2).

A higher proportion of university students than college students migrated out of their home province to study

Among university health graduates, about 9% had left their home province to study at a university in another jurisdiction (Table 5.13.2 and Chart 5.3). This was about three times the rate of student mobility observed among college health students (3%) (Table 5.13.1).

Student mobility

The rate of out- (in-) migration to study is defined as the number of graduates who left (entered) a jurisdiction to pursue their studies, as a percentage of the number of graduates by jurisdiction of residence prior to enrolment. Used as a measure of "student mobility."

At the provincial level, Quebec (5%) and Ontario (5%) experienced lower rates of out-migration of health students at the university level than did other jurisdictions. The sample size does not support such type of analysis at the college level and for Nova Scotia, Manitoba and the territories at the university level (Table 5.13.2 and Chart 5.3).

At the university level, many provinces experienced net losses due to mobility of health students. They include the Atlantic provinces (5%), Quebec (2%) and British Columbia (3%). Ontario was the only province showing a net gain due to health student mobility (6%) (Table 5.13.2 and Chart 5.3).

Chart 5.3
Many provinces experienced substantial net losses due to mobility of university health students

5.8.2 Mobility after graduation

When considering health human resources (HHR) planning and management in Canada, health care planners look for ways to develop policies and strategies that attract health professionals, promote satisfying work opportunities and create and maintain stimulating, safe and secure work environment.⁵ Recruitment initiatives that encourage migration between and within provinces / territories are under way across the country (Canadian Institute for Health Information 2007).

The migration patterns of Canada's health graduates may be influenced by many factors, including personal and professional ones. To put any measure of geographical mobility in context, it is important to know where such mobility is possible, as not all entry-to-practice requirements are the same across provinces and territories. For some occupations, it may be possible for graduates to practice in a province or territory other than the one they studied in, while for other occupations, this may not be possible. It may be important to review mobility agreements among jurisdictions (for example, related to entry-to-practice requirements) as this may affect geographical mobility of graduates from health education programs.

About 8% of the graduates who had left their province of graduation for another jurisdiction two years after graduation were from health education programs

In Canada, about 22,900 or 9% of all graduates (college and university levels) had left their province of graduation for another jurisdiction two years after graduation. Health graduates represent about 8% of this out-migration. When adding graduates from selected health-related education programs such as psychology, social work and health and physical education / fitness, this proportion rises to about 16% (Tables 5.13.1 and 5.13.2). This higher mobility among graduates from selected health-related programs may either be explained by mutual recognition agreements put in place by federal / provincial and territorial governments to enhance interprovincial / territorial mobility or by the non-regulated working environment for some of these occupations (see Text box entitled "Regulatory environment for health care providers in Canada" for more details).

University health graduates were more likely than their college counterparts to have migrated out of their province of graduation two years later

Among 2000 university health graduates, about 12% had left their province of graduation for another jurisdiction two years after graduation (Table 5.13.2 and Chart 5.4). This was more than twice the rate of out-migration observed among college health graduates (5%) (Table 5.13.1).

Graduate mobility

The rate of out- (in-) migration after graduation is defined as the number of graduates who left (entered) a jurisdiction two years after graduation, as a percentage of the number of graduates of the jurisdiction. Used as a measure of "graduate mobility."

At the provincial level, Quebec (5%) and Ontario (5%) experienced lower rates of out-migration of health graduates at the university level than did other jurisdictions. The sample size does not support such type of analysis at the college level, and for Prince Edward Island and Manitoba at the university level. With about 19% and 12% respectively, New Brunswick and Alberta gained the most overall from mobility as a result of net in-migration of university health graduates. At the university level, the only other province with gains from net overall migration is Ontario, albeit with a much lower rate (7%). Given the sample size, no information was available for Prince Edward Island, Quebec, Manitoba and the Territories (Table 5.13.2 and Chart 5.4).

At the university level, many provinces experienced substantial net losses due to mobility of health graduates. They include Nova Scotia (37%), Saskatchewan (19%) and British Columbia (5%). Newfoundland and Labrador did not experience any net losses due to health graduates mobility (Table 5.13.2 and Chart 5.4).

Chart 5.4
Many provinces experienced substantial net losses due to mobility of university health graduates

Further research would be needed to understand the reasons why such mobility is occurring. Some of the aspects that could be examined are: recruitment practices, type of incentives, locations of practical (clinical) placements, work conditions, and earnings. Conversely, it would also be important to know the reasons why graduates would return to or remain in their point of origin (including, but not limited to, the lack of portability of credentials). For example, in some provinces, such as Nova Scotia, the substantial net loss of graduates is related to the large number of out-of-province students that come into the province to study.