1223 



(Figures on estimated savings in educational costs from incoming 

 FMGs cited here take into account only the 4-year undergraduate 

 training program in medical school; they do not include 4 years of 

 premodical work a student must complete prior to entering medical 

 school. Nor do they include costs in primary and secondary education. 

 Accordingly, the figures given here would be nuich higher if such 

 costs were included.) 



Estimated savings for the total FMG inflow from the LDCs in 

 1971 (5,213), with similar assumptions made in tables 23 to 28 on edu- 

 cation costs and losses is $432,679,000; and for the fiscal year 1972 

 (6,462), $536,346,000. Estimated savings from Latin America's 542 

 entering FMGs in the fiscal year 1971 is $44,986,000. and from the Far 

 East, $327,518,000 for its entering 3,946 FMGs. India, the highest 

 donor, contributed a saving of some $87,731,000 for its 1.057 entering 

 FMGs, and the Philippines second with 1,040 saved the United States 

 in educational costs an estimated $86,320,000. (See Table 32.) 



In the fiscal year 1972, the estimated savings in educational costs 

 increased. The estimate for the 6,462 entering FMGs from all LDCs 

 amounts to $536,346,000. Of this total, Latin America contributed 523 

 FMGs, an estimated saving of $43,409,000. Again, the Far East ranked 

 first among the areas of the world with 4,875 FMGs entering, thus 

 permitting a saving in educational costs of $404,625,00.0. India had 

 the greatest number of any country, accounting for an entry of 1,802 

 FMGs at an estimated saving in educational costs to the United States 

 of $149,566,000. ( See Table 33. ) 



The combined savings to tlie United States in educational costs of 

 immigrant F]MGs from the LDCs for the fiscal years 1971 and 1972 

 is considerable and emphasizes the high degree of American depend- 

 ency on the LDCs. In the fiscal years 1971-72, 11,675 FMGs entered 

 as immigrants at a total estimated savings in educational costs of 

 $969,025,000. Latin America contributed 1,065 FMGs at a total saving 

 to this country of $88,395,000. The greatest number came from the 

 Far East : 8,821 at a saving of an estimated $732,143,000. India con- 

 tributed more than any other country, a total of 2,859 F^NIGs for both 

 years, at a savings to the United States estimated at $237,297,000. 

 Ranking second among the highest contributors is the Philippines with 

 1,871 FMGs entering in both yeai-s at a savings in educational costs 

 to this country of an estimated $155,293,000. 



Gregory Henderson states that assuming the cost of training profes- 

 sionals in the United States is within the $20,000-$40.000 range, "dur- 

 ing the years concerned" (presumably 1953-69), "such costs would 

 be on the order of upwards of $2-$3 billion." For the 1968 inflow 

 alone, he said, "they would be on the order of half a billion dollars." 



undergraduate medical edueatlonal program leading to the M.D. degree Is estimated to 

 range from a low of $10,300 to a high of $26,400. Over 4 years this would amount to 

 $65,200 and $105,600 respectively. The average total annual cost from a selected 12 

 schools amounts to $21,350 per student, or a 4-year total of $85,400. The estimate, figured 

 in 1972 dollars, is based upon a study of 12 medical schools. The components used in 

 computing costs are, instruction, research, clinical activity, other administrative, scholarly, 

 and professional activities. The report says that the cost of undergraduate medical educa- 

 tion "represents only a part of the total cost of preparing a physician. A period of gradunte 

 medical education is required for the further development of the knowledge and skills 

 acquired as a medical student to qualify the physician for the independent practice of 

 medicine. There is also a need for continuing education to keep the practicing physician 

 abreast of the day-to-day developments in medicine." The report goes on to express the 

 need for support for the total cost of programs essential to continuing the educational 

 process. (Association of American Medical Colleges, Report of the Committee on the 

 Financing of Medical Education, Undergraduate Medical Education: Elements — Objec- 

 tives — Costs. (AAMC. 1973), pp. 1-2.) 



