Transformative Education
for Health Professionals

Recommendations at a glance

Faculty development

Recommendation 1:

Health professionals’ education and training institutions should consider designing and implementing continuous development programmes for faculty and teaching staff relevant to the evolving health-care needs of their communities.

The quality of the evidence supporting these recommendations is moderate, and the strength of the recommendation is conditional.

Recommendation 2:

Governments, funders and accrediting bodies should consider supporting the implementation of higher education policies for mandatory faculty development programmes that are relevant to the evolving health care needs of their communities.  

The quality of the evidence supporting these recommendations is low, and the strength of the recommendation is conditional.

Recommendation 3:

Health professionals’ education and training institutions should consider innovative expansion of faculty, through the recruitment of community-based clinicians and health workers as educators.

The quality of the evidence supporting this recommendation is low, and the strength of the recommendation is conditional.

Curriculum Development

Recommendation 4:

Health professionals’ education and training institutions should consider adapting curricula to the evolving health-care needs of their communities.
The quality of the evidence supporting this recommendation is low, and the strength of the recommendation is conditional

 

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Simulation methods

Recommendation 5:

Health professionals’ education and training institutions should use simulation methods of contextually appropriate fidelity levels in the education of health professionals.

The quality of the evidence supporting these recommendations is moderate, and the strength of the recommendation is strong.

Direct entry of graduates

Recommendation 6:

Health professionals’ education and training institutions should consider direct entry of graduates from relevant undergraduate, postgraduate or other educational programmes into different or other levels of professional studies.

The quality of the evidence supporting this recommendation is moderate, and the strength of the recommendation is conditional.

Admission procedures

Recommendation 7:

Health professionals’ education and training institutions should consider using targeted admissions policies should be adopted to increase the socio-economic, ethnic and geographical diversity of students.
The quality of the evidence supporting this recommendation is low, and the strength of the recommendation is conditional.

Streamlined educational pathways and ladder programmes

Recommendation 8:

Health professionals’ education and training institutions should consider using streamlined educational pathways, or ladder programmes, for the advancement of practising health professionals.
The quality of the evidence supporting this recommendation is low, and the strength of the recommendation is conditional.

Interprofessional education

Recommendation 9:

Health professionals’ education and training institutions should consider implementing inter-professional education (IPE) in both undergraduate and postgraduate programmes.
The quality of the evidence supporting this recommendation is low, and the strength of the recommendation is conditional.

Accreditation

Recommendation 10:

National governments should introduce accreditation of health professional education where it does not exist and strengthen it where it does exist.
The quality of the evidence supporting this recommendation is low, and the strength of the recommendation is strong.

Continuous professional development (CPD) for health professionals

Recommendation 11:

Health professionals’ education and training institutions should consider implementing continuous professional development and in-service training of health professionals relevant to the evolving health-care needs of their communities.
The quality of the evidence supporting this recommendation is moderate, and the strength of the recommendation is conditional.

Governance and planning

Four good practice recommendations that were identified include:

 

  1. Government at the highest level demonstrates political commitment to reform and takes leadership of its implementation.   
  2. There is formal collaboration and shared accountability between the ministry of health, the ministry of education, and other related ministries (e.g. finance, labour, public service), at national and/or sub-national level, in the education and training of health professionals.
  3. A national plan to produce and retain graduates is developed in consultation with stakeholders, informed by the needs and absorptive capacity of the labour market, and aligned with the national health plan.
  4. The creation or strengthening of national or sub-national institutions, capacities or mechanisms to support the implementation of the reform and scale-up plan (e.g. legislation, policies, procedures).