Educators

This presentation was part of the International Conference on Global Health session, “Answering the Call: Innovations in Human Resources by African Faith-Based Organizations.” From the perspective of the Uganda Catholic Medical Bureau experience, the presentation discusses why the private not-for-profit sector is important in service provision and training; why nurses are in the midst of the human resource crisis; obastacles to increasing the training capacity; and what the PNFP health training institutions are doing to address their weaknesses. [adapted from author]

This training manual is designed to prepare trainers who already have skills as reproductive health trainers to proceed to a higher level of training implementation. This module prepares them to conduct a training needs assessment, develop detailed plans for training, develop and pilot test a training curriculum, conduct training using more advanced training techniques, conduct training follow up and evaluate training. [publisher’s description]

Paper presented at the AAU Conference of Rectors, Vice Chancellors and Presidents of African Universities, 2003. The paper examines the situation of HIV/AIDS globally, and in Africa. The central message of the paper is that higher education institutions must develop a comprehensive HIV prevention programme which runs through and drives each of the following: HIV/AIDS policy and strategy development; developing culturally appropriate prevention messages; tackling socio-economic factors; establishing partnerships; sustaining awareness and education; challenging denial and stigma; situating prevention in a community context; linking care to prevention; rigorous scientific reflection.

This paper discusses a collaborative effort between two universities in Sri Lanka and Canada to create a distance education program to train nurses in Sri Lanka.

Malawi has a critical human resources problem particularly in the health sector. The College of Medicine (COM)is the only medical school. For senior staff it heavily depends on expatriates. We explore to what extent a brain drain took place among the COM graduates by investigating their professional development and geographical distribution.

The aim of this study was to establish whether a web-based package on the diagnosis of respiratory disease would be as effective and as acceptable to final year medical students as tutor-led methods of teaching the same material. [from abstract]

This training manual is designed for use as part of the comprehensive family planning and reproductive health training of service providers. It is designed to be used to train physicians, nurses, and midwives. Sessions in this Training of Trainers (TOT) module include discussions, identification of trainer’s own learning style, training exercises, conducting training needs assessments, developing action plans, developing visual aids, and training practice sessions which are videotaped and critiqued. [from purpose]

This meeting discussed the role of medical schools in the process of development and implementation for national health policies and plans, the need for medical education reforms to respond to national health challenges within the context of global and regional health strategies, the way forward for enhancing the capacity of medical schools to produce adequate human resources for health, and the formulation of recommendations for regular institutional evaluation. [adapted from executive summary]

Four articles by separate authors on institutional responses and policies for managing HIV/AIDS in Africa, with specific emphasis on the role of tertiary institutions, such as schools and colleges. The articles are not specific to health training institutions, but are relevant to this context.

This article describes the experience of Guatemalan students at Cuba’s Latin American Medical School. The students’ education emphasizes health problems and diseases characterizing the epidemiological situation in their home country and in-depth courses in disaster management, as well as clinical experience in Guatemala. [adapted from author]

This guide is aimed mainly at nursing students. It should help you to: recognize if you or a collegue are being bullied or harassed; take action against bullying or harassment; raise awareness of the problem with employers, educators and students; encourage nursing educators and employers to carry through anti-harassment policies. [from introduction]

Electronic learning: a guide for nurse educators has been written by the Royal College of Nursing (RCN) Education Forum in response to growing interest in new learning technologies, both from individual nursing educators and as a result of education policy initiatives. The guidance sets out what we mean by e-learning, the skills that you as nursing educators, and your learners, will need for electronic learning, and the range of learning technology opportunities. [from introduction]

JHPIEGO has been working since 1991 to support the development of a national integrated clinical training system used for both family planning/reproductive health (FP/RH) preservice education and inservice training in Turkey. In summary, this project has made substantial gains in meeting the USAID/Turkey results package from the Strategic Objective, Increased Utilization of FP/RH Services, through Intermediate Result 2, Expansion of High Quality FP/RH Services in the Public and Private Sectors, and two Sub-Results-2.1 Increased Availability of Postpartum and Postabortion FP Services and 2.3 Improved Job Performance of Health Providers, Trainers, and Administrators. It has been successful in assisting the MOH, medical institutions, and midwifery schools to establish a national, integrated training system capable of sustaining high-quality preservice education programs for interns and midwives. The inservice training system that has been established will support the MOH in their effort to expand FP/RH training to other provinces in coming years. The preservice education system will support all university-based midwifery school students by strengthening their FP/RH and maternal health skills as they progress toward their degree. [adapted from publisher]

The main objective of this study was to determine the perceptions of Iranian nurse educators and students regarding the evaluation of teaching effectiveness in university-based programs. [from abstract]

The popularity of female sterilization often falls behind other FP methods due in partly because the method is permanent, but mostly because there is a lack of trained service providers who are competent in performing this procedure. Government hospitals and clinics are the primary service delivery points for FP services and, in fact, provide services to more than two-thirds of Kenyan women who use modern methods of contraception. There is, therefore, a strong need for appropriately trained service providers at these sites who can support the service provision system. [publisher’s description]

Most human resources for health in developing countries are produced by highly subsidized public institutes. Due to inequity in basic education most health science students are from wealthier urban families. They tend to remain in urban areas after graduation, creating inequitable distribution of health personnel. At the same time the public education institutes are subject to strong bureaucratic inefficiency and usually no systematic quality control system. This paper analyses this situation in Thailand. [adapted from abstract]

From 1987 to 1998, JHPIEGO, through its Training in Reproductive Health (TRH) Project, collaborated with the Association of Deans of Philippine Colleges of Nursing (ADPCN) and the Association of Philippine Schools of Midwifery (APSOM) to strengthen preservice nursing and midwifery education in the Philippines. Between 1987 and 1994, JHPIEGO initiated activities to strengthen family planning/reproductive health (FP/RH) and enhance trainer/faculty development in five nursing schools and five midwifery schools. In February 2001, JHPIEGO conducted an evaluation in the Philippines to assess the impact of the preservice program since its closeout in 1998.

The International Medical Education Directory (IMED) provides an accurate and up-to-date resource of information about international medical schools that are recognized by the appropriate government agency in the countries where the medical schools are located. The agency responsible for this recognition in most countries is the Ministry of Health. Medical schools that are recognized by the appropriate agencies in their respective countries are listed in the International Medical Education Directory. [publisher’s description]

The purpose of this electronic resource is to make available information about the extent and nature of international opportunities for medical students, residents, and faculty. It provides information about which schools offer programs, how these are funded, and in which geographical regions they occur. In many cases, individual schools provide further information about their programs on their own websites. [publisher’s description]

Universal Basic Precautions (UBP) are not well understood nor implemented by health professionals, though crucial in HIV/AIDS prevention. UBP refers to the prevention of transmission of blood borne pathogens like HIV through strict respect by health workers of rules concerning care and nursing. The objectives of this study were to find out knowledge and attitudes of medical personnel doctors in the Department of Surgery of the Korle Bu Teaching Hospital to HIV transmission and to find out their current practices of UBP in surgery. This study shows the need for the Ministry of Health, the Ghana Health Service and its institutions to develop and implement specific policies on the practice of UBP, training of health care providers and ensuring the consistent supply of protective materials.

WHO, World Bank, and other human resources for health experts globally have recognized the dearth of human resource data for the health sector in many developing countries. In the present assessment, JHPIEGO reviewed the availability of staff deployment and training data from routine information systems in Malawi to inform the Ministry of Health and Population (MOHP) of deficiencies that would need to be addressed in order to better inform the development and ongoing monitoring of deployment and training policies and plans.
[publisher’s description]

JHPIEGO’s strategies for strengthening Ghanaian preservice education in family planning/reproductive health and essential maternal and neonatal care have included: developing and implementing a standardized, competency-based curriculum; improving knowledge and skills of tutors and clinical trainers/preceptors; reinforcing service delivery sites used for clinical practice; and providing schools and clinical training sites with anatomic models and supporting training materials. [adapted from author]


This report evaluates the success of the training program at 12 midwifery training schools.

When Ghana published its National Reproductive Health Service Policy and Standards (NRHSPS) document in April 1996, the curricula of Ghana’s two established medical schools-University of Ghana Medical School (UGMS), Accra, and School of Medical Sciences, University of Science and Technology (SMS/UST), Kumasi-had not been reviewed for several years. In addition, graduating physicians had not been assessed to determine whether they had the skills to meet Ghana’s present reproductive health (RH) needs. This technical report describes a needs assessment of Ghana’s preservice medical training conducted at these two schools in August 1996 by JHPIEGO in collaboration with the medical schools and the Maternal Child Health/Family Planning (MCH/FP) Unit and the Human Resources Development Division (HRDD) of the Ministry of Health (MOH).

As part of the process to develop more community-oriented medical teaching in Vietnam, eight medical schools prepared a set of standard learning objectives with attention to the needs of a doctor working with the community. Because they were prepared based on government documents and the opinions of the teachers, it was necessary to check them with doctors who had already graduated and were working at different sites in the community. [abstract]

ECSACON is an institution invested with the responsibility of improving the quality of health of the communities in the ECSA region through strengthening the contribution of nursing and midwifery services. These are the surveys that ECSACON used for conducting a needs assessment: to identify and provide information on the existing nursing and midwifery education and training programmes in member countries; identify the needs and prioritize them; identify nurses and midwifery experts in the prioritized areas of need; identify resources available for training; and assess existing clinical facilities to support the delivery of programs. [adapted from author’s description]

As part of the process for implementation of the WHO Global Initiate, Making Pregnancy Safer in the European Region, a regional course in follow-up after training of providers in Essential Obstetric and Neonatal Care and Breastfeeding, was held in Samara. The main objectives of the workshop were to train local and regional supervisors for MPS/PEPC training activities and to facilitate the first use of the regional follow-up tools; the workshop also focused on providing knowledge and skills reinforcement as a follow-up to training in obstetric care, neonatal care and breastfeeding, when appropriate.

Developed primarily for use in international or low-resource settings, this guide offers in-service training materials that can be adapted for use in health professions education. [publisher’s description]

This paper aims at promoting discussion on the role of the public and private sectors in university education. Privatisation direction circumscribed by civil service reform and structural adjustment in several countries prompts researchers and policy makers to look seriously into how to improve efficiency and quality of manpower production while trying to achieve social equity. To what extent the private sector has a role to play in financing and producing manpower and how the governments should react in the transition period is discussed. Special emphasis is made for health manpower issues. [

This rapid literature review was undertaken to assess how well human resources for education are covered in the Poverty Reduction Strategy Papers (PRSPs) or linked documents of selected countries in the major change programmes embarked upon by government. The PRSPs and PRSP Progress Reports from six countries were selected for detailed analysis, namely Nicaragua, Albania, Tanzania, Zambia, Cambodia and Madagascar. In addition, as there is little direct information on human resources, education and PRSPs, the review also considers the broader literature on human resources in the education sector to help identify what PRSPs should be addressing on the theme of human resources, as well as some more general studies on PRSPs.

This literature review provides a short summary on some specified features of the training systems which are in place in developing countries (mainly low income Africa and Asia) which supply key workers into the health and education sectors. [author’s description]