Curricula

The study recommended reviews of curricula to ensure their responsiveness to emerging issues in the health sector, the formation of curriculum committees to review curricula, development of official curricula review standards and an integrated mechanism to disseminate policies and guidelines. [from abstract]

The Regional strategy on strengthening health workforce education and training in the South-East Asia Region specifically identifying priority activities to be initiated by WHO and Member countries, will guide and facilitate country initiatives on strengthening health workforce. WHO is totally committed to play the lead role in catalysing the implementation of this regional strategy. [from abstract]

The paper explores the possibility of conceptualization and introduction of standardized competency based healthcare management education in India. The impression about competency based education in field of healthcare is limited to medical and nursing education. Concentrated efforts are required to develop the same concept in the field of healthcare management as well. [from abstract]

Health information is required for a variety of purposes at all levels of a health system, and a workforce skilled in collecting, analysing, presenting, and disseminating such information is essential to fulfil these demands. While it is established that low- and middle-income countries (LMICs) are facing shortages in human resources for health (HRH), there has been little systematic attention focused on non-clinical competencies. In response, we developed a framework that defines the minimum health information competencies required by health workers at various levels of a health system.

Primary Care reform in Canada and globally has encouraged the development of interprofessional
primary care initiatives. This has led to significant involvement of non-physician Health Care Providers (NPHCPs) in the teaching of medical trainees. The objective of this study was to understand the experiences, supports and challenges facing non-physician health care providers in Family Medicine education. [from abstract]

This paper presents two medical schools, Makerere University College of Health Sciences and College of Medicine, University of Ibadan, which successfully implemented CBME [Competency-Based Medical Education]. The processes of curriculum revision are described and common themes are highlighted. Both schools used similar processes in developing their CBME curricula, with early and significant stakeholder involvement. [from abstract]

College of Medicine, Gulf Medical University, United Arab Emirates, underwent a major curriculum change from a discipline-based to an organ system-based integrated curriculum. However, it was not known how the faculty perceived the changes in the educational environment as experienced by the students. In this context, we aimed to compare the faculty perceptions of the student experiences in the discipline-based curriculum with those in the organ system-based integrated curriculum. [from abstract]

The purpose of this paper is to share the case study of developing and implementing an IPE programme at Kamuzu College of Nursing (KCN). Included in the discussion are: the background to Kamuzu College of Nursing; the process of developing
the Master of Science (MSc) in Reproductive Health; the curriculum implementation model; and lessons learned and recommendations. [from introduction]

We analyzed the Indian public health education scenario using the institutional and instructional reforms
framework advanced by the Lancet Commission report on Education of Health Professionals. [from abstract]

The Guidebook aims to be a useful resource amongst rural colleagues - to cross-fertilise experiences and build a stronger and more vibrant community of rural health care practitioners and medical educators. [adapted from preface]

An assessment of existing preservice education of five medical laboratory schools, followed by remedial intervention and monitoring was conducted.[from abstract]

Providing education and training to healthcare staff is an important strategy in implementing a tuberculosis infection prevention program. This manual and training curriculum provide information to begin improving infection prevention practices in health facilities and home based care. [adapted from publisher]

This program is designed as an organizational process that brings together teams to focus on and develop leadership and management practices, identify and face challenges that inhibit data use, and achieve measurable results in applying data demand and use technical skills in order to make well-informed, evidence-based policy and program decisions. This curriculum has been developed as a complete program that will allow facilitators and the faculty of institutions of higher education to deliver the course. [from author]

This learning resource package for supervisors in medium-to-large facilities and for district-level supervisors is developed around aspects of performance improvement and quality of healthcare services, focusing on essential skills required to work with staff and members of the community in establishing standards and problem solving. [from publisher]

This learning resource package is intended for use in a course to prepare proficient service providers to be competent clinical trainers who are qualified to conduct competency-based clinical skills courses. [from publisher]

This learning resource package is a competency-based learning tool that addresses management and implementation of simulated environments for students in health-related training institutions that prepare health care providers. [adapted from author]

This learning resource package is intended to help educators of healthcare providers become more effective teachers. The course combines completion of ModCAL for Training Skills, plus group-based practice and feedback. Additionally, programs not using ModCAL may provide a 10-day group-based course that includes knowledge transfer, small group work, practice and feedback. [from publisher]

Muhimbili University launched a transformation of its curricula to better prepare graduates to lead the health system for improved outcomes for Tanzania’s largely rural and underserved population. As the magnitude of curricular change, the process, and implications for improving population health are probably unprecedented in Africa, the authors describe the complex process and specify lessons relevant to health and education. [from publisher]

This guide is to help the facilitators and trainers in
organizing training in their countries to create health workforce strategic plans. The training is based on the World Health Organization’s Regional Guidelines for the Development of the
Health Workforce Strategic Plan in countries of the South-East Asia Region. [adapted from author]

This resource contains curriculum components and tools needed to design, implement, and evaluate training. It offers essential resources for family planning and reproductive health trainers, supervisors, and program managers. The entire package is designed to support up-to-date training on family planning and reproductive health.

This training program is designed for community health workers working in maternal and child health and covers topics such as family planning, reproductive health, gender violence, prevention of mother-to-child HIV among others.

The government of Pakistan identified 4 medical colleges for the introduction of a new medical curriculum, but despite concerted efforts, it was not implemented. The purpose of this research was to identify the barriers and reasons for delay in implementation of the curriculum and to assess the understanding of the stakeholders. [adapted from abstract]

This IFHHRO online training manual shares materials developed to train health workers in health and human rights issues. It intends to bridge the gap between the legal conceptualization of the right to health and the daily practice of health workers by providing human rights education materials specifically designed for health workers. [from introduction]

This learning resource package contains the trainer manual with all the material to design and hold a traning course for community health workers on postpartum family planing methods and counselling skills. It also has a participant manual for use during the training.

Building capacity within the health systems of communities that face the task of scaling up HIV therapy in settings of high disease prevalence and/or limited resources is a tremendous challenge. This document will discuss the development of training programs for health-care personnel to meet this challenge. [from author]

This training manual is a resource to build the leadership, advocacy and management skills of grassroots women leaders and others working in HIV. It is a scaled-down adaptation of the training curriculum used to build the leadership skills and technical expertise of women working on the frontlines in the fight against HIV and AIDS, and to strengthen the capacity of their organizations to advocate for stronger HIV and AIDS policies, programs and resources that meet the distinct needs of women.

The toolkit describes a process of implementing community empowerment in maternal and neonate health (MNH) and each step of the process, including guidelines and training manuals for the implementation process. The aim of this toolkit is to provide an example of possible best practice in community mobilisation to compliment medical based initiatives to reduce maternal death. [adapted from author]

This training course on improving routine health information systems is an international course on the comprehensive assessment of information use, with an emphasis on problem-solving. The course uses the Performance of Routine Information System Management conceptual framework and tools. [abstract]

It is necessary to establish cooperation mechanisms between universities and health services in order to be able to adapt education of the health professionals to a universal and equitable model of service delivery and quality care. This report outlines the design of a competencies-based curriculum plan and syllabus for five universities in Peru. [adapted from author]

This curriculum was developed for people living with HIV in the Middle East and North Africa region who wanted to create workshops that provide space for their supportive physicians to discuss stigma in the healthcare setting and unite in their responses to HIV. [from author]