‘Does the system even want us?’– Fostering the resilience of internationally educated health professionals facing threat to their professional identity in Canada

This article explores resilience as a psychosocial concept, focusing on the experiences of internationally educated health professionals (IEHPs) newcomers to Canada who face multiple barriers to their professional integration. Based on focus groups with 25 participants in the program Fostering Canadian Integration for IEHPs: From Learning to Action , the research examines the protective role of transformative adult education on the personal, relational and social resilience of newcomer IEHPs. There are four main outcomes of transformative education showing a positive impact on IEHPs’ resilience: self-awareness, belonging to a learning community, fostering a positive mindset and cultivating a meaningful professional identity.