Transformative Education
for Health Professionals

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Training for health equity, can accreditation be a catalyst for change?


Next week sees the start of the WHO Executive Board which will include discussions on the WHO 13th Global Programme of Work (13GPW).

Equity is theme that runs through 13 GPW

It has an entry on health workforce (see para 41 and 42) that notes "providing health and social care in every system and in every country is labour intensive, while the delivery of safe and good-quality services in urban and rural settings calls for a fit-for-purpose, well-performing and equitably distributed health and social workforce."

It goes not to say that "socially accountable education models for health professionals will have to be matched by scale-up of technical vocational education and training for other health and social occupations." This draws from the education recommendation in the UN High-level Commission on Health Employment and Economic Growth which calls for a broader education systems approach, and a shift to lifelong learning systems (see chapter 13 in WHO Health Employment and Economic Growth building the Evidence base).

With this in mind THEnet spoke to Prof Roger Strasser, Dean and CEO of the Northern Ontario School of Medicine about whether accreditation change be a catalyst for change.

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