Transformative Education
for Health Professionals

Governance and planning

Social accountability, Could it be used to underpin the health-education system model to empower society in addressing health inequities, by holding health and education systems accountable ?

Social Accountability will feature in several sessions during the Prince Mahidol Award Conference to be held in Bangkok, Thailand, Jan 2014; Plenary 2 poses the question "The vision for transforming education includes the promotion of social accountability in health workforce education and in close... Read more

Skills Mix; an interview with Dr Lola Dare

Dr Lola Dare , Chief Executive Officer, CHESTRAD International The Centre for Health Sciences Training, Research and Development (CHESTRAD) is a global non-state, not-for-profit developmental agency. CHESTRAD works as an ethical African organization that employs evidence based approaches to... Read more

Designing for impact: Achieving a more integrated approach to health professions education through integrating policies, training strategies and institutional collaboration.

A co-hosted session (PS 3.3) in the main programme of the Prince Mahidol Award conference, Thailand, January 2014. http://www.pmaconference.mahidol.ac.th Professor David Sanders
, School of Public Health, University of the Western Cape, South Africa will be chairing this co-hosted WHO session and... Read more

The Social Determinants of Health Approach; Looking beyond health, broadening perspectives

A big focus of our social media campaign will be around the social determinants of health. We will have interviews with some of the key global actors and experts, as well as details of an innovative ICT / e-learning project – follow us on twitter to learn about the schedule & news. Details of... Read more

Good practice recommendations: Governance and planning

In addition to the eleven recommendations, there are four good practice recommendations proposed that are equally viewed as vital for successfully transforming health professional education.

Good practice 1

Government at the highest level shows political commitment to reform and takes leadership of its implementation.

Key Policy Issue #2: How to secure political commitment across political cycles, e.g. government change, substitution of ministers?

  • Should the mandate come from the government and from parliament in order to stress the political commitment to reform?
  • How can the various national stakeholders be engaged?

Intervention 4

Intervention 4 reflects the necessity for HRH education plans to be based on needs and absorptive capacities of labour markets. Mullan, et al. (2010) recommended that, in sub-Saharan African countries, educational planning should focus on national health needs in order to improve the ability of medical graduates to meet those needs. Indeed, certain countries such as Liberia completed a HRH census to define Liberia’s health worker needs (Varpilah, et al., 2011). Buchan et al. (2011) illustrated that in Brazil, the assessment and alignment with real needs was necessary.

Intervention 3

With Intervention 3, this review of literature illustrates the usefulness of national intersectoral collaboration: Gaye and Nelson (2009) identify one of the major traps related to training initiatives as the: "lack of country-level coordination of health training among donors, ministries and other key actors". Thus, they also propose promising practices related to HRH planning, such as "engaging stakeholders" and "ensuring coordination of training activities".

Intervention 2

Regarding Intervention 2, it is well documented that education plans have to be defined according to national health policies, standards and/or recommendations (Gaye and Nelson, 2009). One concrete example is Liberia's Emergency Human Resources for Health Plan developed in 2007 (Varpilah, et al., 2011) for which training reforms were defined within a nation-wide reform. Stordeur and Léonard (2010), Hofler (2008), Schiffbauer, et al. (2008), Dal Poz, et al.

Intervention 1

Concerning Intervention 1, the question of the necessity of an education plan for health workers to improve their quantity, quality and relevance still raises debate. First, to justify focusing on HRH and thus on the necessity of planning, the main issues related to HRH must be highlighted such as: imbalances in numbers, inadequate or inappropriate training, and the poor functional and geographical distribution,(Hall, et al., 1998).

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