Education and Training

The paper’s broad aim is to encourage HPE [Health Professional education] leaders to make gender-transformative reforms in the current way of doing business and commit to themselves to countering gender discrimination and inequality. Interventions to counter gender discrimination should be seen as integral parts of institutional and instructional reforms and essential investments to scale up quality HPE and recruit and retain health workers in the systems that educate and employ them. Implementation challenges spanning financial, informational, and cultural barriers need consideration.

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 model of “health partnerships” or “twinning” between hospitals or health-care training institutions in high-income countries and those in low- or middle-income countries (LMIC) has a role to play in addressing global deficiencies in the quantity, quality and accessibility of human resources for cancer control. [from abstract]

Uganda has severe shortage of human resources for health despite the heavy disease burden. The country has one of the highest fertility, and population growth rates in the world and is in dire need of trained health workers. The aim of the study was to determine the career intentions of the final year medical students to leave the county and health field after graduating and the associated factors. [from abstract]

The best practices adopted by these initiatives are: alignment to local priorities, country ownership, competency-based training, institutional capacity building, and the establishment of long-lasting partnerships with international stakeholders. Based on these best practices, we outline a framework for health professional training initiatives that can help better address the health workforce shortage in low-income countries.[from introduction]

A peer education intervention was implemented to promote use of HCT among secondary school
students and apprentices in Ibadan, Nigeria. Baseline data were collected from 1281 students from six schools and 100 apprentice workshops in four Local Government Areas of Ibadan. [from abstract]

This article outlines the process of identifying tools that, with modification, could assist in the evaluation of Community-Based Education programmes in participating Medical Education Partnership Initiative schools, funded by PEPFAR.

Recent Ebola epidemic in West Africa have put viral hemorrhagic fever diseases in the spotlight. Uganda has had several outbreaks throughout the years, which have successfully been managed. Nurses’ patient education plays an important role in the work to increase public awareness about viral hemorrhagic fever diseases. The objective of this study was to assess how nurses at the emergency department educate the patients and relatives about the viral hemorrhagic fever diseases. [from abstract]

To reduce healthcare worker shortages in sub-Saharan Africa, medical schools have increased enrolment. However, this
expansion has not been accompanied by adequate increases in faculty size or physical infrastructure.
Consequently, classes are overcrowded, and may lead to reduction in the quality of training, especially during clinical clerkships. Aiming to expose medical students to rural working environments and reduce overcrowding at the
main teaching hospital, in 2012 Kilimanjaro Christian Medical University College(KCMUCo) introduced a 12-week clerkship
rotation.

Health workers’ knowledge of contraceptive side effects increased substantially after the refresher training. The mobile phone approach was convenient and flexible and did not disrupt routine service delivery. Clear limitations of the medium are participants can’t practice clinical skills or have interactive discussions. Also, some participants had trouble with network reception. [from abstract]

The Post-Graduate Diploma in Public Health Management, launched by the Govt. of India under the aegis of the National Rural Health Mission in 2008, aims to enhance the managerial capabilities of public health professionals to improve the public health system. The Govt. of India invested enormous resources into this programme and requested an evaluation to understand the current processes, assess the graduates’work performance and identify areas for improvement. [from abstract]

To evaluate the effort, data was collected at graduation and 10 months later from pre-revision (initial) and revised curriculum TMGs to determine the following: (1) Did cohorts trained in the revised curriculum score higher on measurements of clinical knowledge, physical exam procedures, and solving clinical case scenarios than those trained in the initial curriculum; (2) Did TMGs in both curricula retain their knowledge over time (from baseline to follow-up); and (3) Did skills and knowledge retention differ over time by curricula? Post-graduation and over time results are presented.

Despite progress in developing more effective training methodologies, training initiatives for health workers continue to experience common pitfalls that have beset the overall success. To improve the quality of healthcare service, the shortage of healthcare workers must be addressed by giving quality training and education needed to fill the gap to increase the output of qualified healthcare workers. [from abstract]

This paper evaluates the open educational practices (OEP) of three global health projects operating outside academia—the International Association for Child and Adolescent Psychiatry and Allied Professions (IACAPAP), the Virtual Campus of
Public Health (VCPH), and Physiopedia. [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.

The intended goal was to obtain direct feedback about ethical issues and ethical training
needs from practitioners themselves who work in rural settings. Results identified three primary
ethical issues: dual relationships, confidentiality, and competence; and three primary ethical training needs: boundaries, state rules and regulations, and supervision. [from abstract]

Mobile and wireless technologies assist health projects in accurately assessing the needs of a target population, collecting and disseminating relevant information, and delivering cost effective health services. [from introduction]

It is hoped that this background paper supported by the interactive discussions at the convention will help all of us including the People’s Council of Education to initiate a strong countervailing process and movement which will stimulate a re-thinking in the direction content and relevance of health sciences education in the country making it more relevant to people’s needs and health for All. [from introduction]

Access to education was identified as a key international priority by UNESCO as far back as 1998 when it called for “equality of access”. A qualitative research design framed in phenomenology was used to conduct structured
interviews with academic leaders in optometry across SSA. Finance for tuition and student maintenance,
lack of knowledge of optometry and optometrists, high admission criteria, limited spaces at institutions, poor
mathematics and science results, gender inequalities and geographical location were cited as barriers to
optometric education. [adapted from abstract]

The Framework is offered primarily as a tool – to be used in whole or in part - to facilitate the establishment of systems of quality assurance in countries where no such formal systems exist or for improvement of existing systems. Where regional similarities and collaborations exist, the Framework may also be applied at a regional rather than national level. [from forward]

Note:This document is an updated and expanded version of the FIP Global Framework for Quality Assurance of Pharmacy Education Version 1, adopted by the International Pharmaceutical Federation (FIP) in 2008.

Strengthening primary health care in South Africa is a prerequisite for the successful introduction of National
Health Insurance. Primary care doctors from both the public and private sectors are an essential contributor to achieving this goal. In order to prepare these doctors for their future role, a national diploma training programme is being developed. This study aimed to evaluate the learning needs of primary care doctors and to assist with the design of the diploma. [from abstract]

Bottlenecks and Best Buys Approach is designed to help educational institutions identify obstacles to increasing the production of competent and qualified graduates that can be overcome through limited yet strategic investments. This guide draws from the project’s experience of adapting and applying the approach in more than 30 nursing, midwifery, medical, health assistant, and community health extension worker schools, both public and privately owned, in seven African countries. [from introduction]

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]

We have introduced an e-learning platform in the medical department of the Kamuzu Central Hospital (KCH) in Malawi. With the support of computer-assisted instruction, we aimed to improve the quality of medical training and education, as well as access to current medical materials, in particular for interns. From March to April 2012, we conducted a qualitative evaluation to assess relevance and appropriateness of the e-learning platform. Data was collected via face-to-face interviews, a guided group discussion and a checklist based observation log. [from abstract]

This study aimed to determine the attitudes of students towards learning method based on problem solving as a student-centered and their satisfaction from the student-centered learning method in the medical students of Mashhad University of Medical Science.

African medical schools have historically turned to northern partners for technical assistance and resources to strengthen their education and research programmes. In 2010, this paradigm shifted when the United States Government brought forward unprecedented resources to support African medical schools. The grant, entitled the Medical Education Partnership Initiative (MEPI) triggered a number of south-south collaborations between medical schools
in Africa. This paper examines the goals of these partnerships and their impact on medical education and health workforce planning. [from abstract]

This dissertation attempts to explain why nurses should have access to university education for 1st, 2nd and 3rd cycles in nursing. Nursing expertise is indeed one of the conditions for an adequate response to the health challenges of the twenty-first century. [from introduction]

Ce mémoire tente d’expliquer pourquoi les infirmières et les infirmiers doivent avoir accès à la formation universitaire de 1er, 2e et 3e cycles en sciences infirmières. L’expertise infirmière est en effet l’une des conditions d’une réponse adéquate aux défis de santé du XXIe siècle.

The review is based on a rigorous search, analysis and presentation of data that provides decision-makers with an up-to-date picture of current knowledge on eLearning for undergraduate professional education. It responds to a need at the country level for evidence to inform and guide health professional education as an important vehicle in preparing health professionals to be ‘fit-for-purpose’. [from resource]