Transformative Education
for Health Professionals


Education and lifelong learning central to Health in All Policies approach

Education and lifelong learning central to Health in All Policies Approach Air pollution, New Dehli, India, September 2017, Photo Manu Mathur A recent Health in All Policies (HiAPs) Workshop focussing on air pollution and urban health and sustainability was held in Washington DC. The Amercian... Read more

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

#trainforhealthequity 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... Read more

Accreditation, can it catalyze training for oral health equity?

Accreditation, can it catalyze training for oral health equity? India: Frontline Health Workers Health Promotion Training Source: PHFI PRIME Project The profile of oral diseases have changed considerably in the past few decades. Many high-income countries have shown significant improvements in... Read more

Social accountability on WHO WHA 70 agenda

Welcome to THEnets coverage of the 70 th WHO World Health Assembly Social accountability on the agenda at this year’s World Health Assembly in Geneva Social accountability features in one of the key issues being discussed at the WHA this year; the health workforce (HWF) which is also being given a... Read more

7 Observations on Sustaining IPE

"S" for sustainability, a matter which has proved a common problem for IPE and IPC over the past 50 years.Read more

Post 2015, Re-examining health professionals’ education and training

Implementing global human resources for health education reform; Examining experiences and the evidence Plenary 2; Prince Mahidol Award Conference, Thailand, Jan 2014 1. Context: Re-examining health professionals’ education and training within the post 2015 development agenda Education of health... Read more

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

IPE: research from the Western Cape, South Africa

We continue our series of interviews with speakers who are participating in WHO co-hosted sessions at the Prince Mahidol Award Confernce in Bangkok, Jan 2014 . Linda Shuro will be presenting in session 3.5 (Thursday 30th January); Implementing Interprofessional Education for Health Equity;... Read more

Implementation Considerations

Accreditation, and similar mechanisms such as regular programme reviews, are well established in some countries (Australia, Canada, South Africa, USA), developing in others, and weak or absent in quite a number, particularly among lower income countries. A first action might be to raise awareness of the potential gains in quality and relevance that come with well-conducted accreditation practices.

Summary of the evidence

Accreditation is defined as a process of review and approval by which an institution or programme is granted time-limited recognition of having met certain established standards (Uys and Coetze, 2012). Accreditation, if properly used, is a key tool for quality management of professional education and for ensuring that graduates have the competencies that correspond to accepted professional standards and to the needs of the population.


RSS - Accreditation abonnieren