The “brain drain” phenomenon encompasses the mass movement of highly educated individuals. Highly-skilled and well-educated migrants are moving to more developed and urban settings, often in search of a higher standard of living and better wages. Since joining the European Union and the Schengen Agreement, Poland and Romania have experienced significant emigration which has subsequently affected their health care systems. Motivations for emigrating from these two countries and the effects emigration has had on patients and other doctors will be considered. The paper also seeks to compare policy responses to the mass medical emigration phenomenon in both countries, as well as the outcomes of such policies. The main methodology of study throughout this project entails a comparative assessment of the governmental policy responses to brain drain. An analysis of Poland’s and Romania’s health care systems will be performed initially. The analysis includes details on the causes and factors that bring about migration, the impact that emigration has had on patients, how doctors remaining in the sending country are affected, and what social upheavals and unrest result from such emigration. Following, the levels and flows of migration are considered for each country, looking at the type of people leaving, whether educated or not, and the range of professions, with a focus on health professionals that are migrating from both countries. After an analysis has been performed for both countries, the results will be compared to one another, paying special attention to any differences and potential reasons for these differences.

The purpose of this quasi-experimental study was to compare three types of instruction: online synchronous, online asynchronous, and traditional, and assess which would yield more learner achievement. Participants for the online groups volunteered then were randomly assigned to either the online synchronous or the online asynchronous. Participants for the traditional group were also voluntary but were not randomly assigned; all that volunteered for the traditional group were accepted. In the final sample, a total of 96 Mississippi child care professionals completed the course Early Learning Guidelines: Lesson Plans and Thematic Units for Three Year Old Children: 31 in the online synchronous group, 32 in the online asynchronous group, and 33 in the traditional group. The dependent variable was learner achievement and the independent variable was type of instruction. The design of the study was pretest-posttest control group. Two hypotheses guided the study: (1) Participants in the synchronous online class will exhibit higher achievement than participants in the asynchronous class and (2) Participants in the asynchronous or the synchronous online class would exhibit achievement equal to or higher than the traditional group. Synchronous participants provided with instruction did perform higher than did the traditional participants. The synchronous and asynchronous groups were not statistically different, nor were the asynchronous and the traditional group.

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