Education and Training

Integration of Gender-Transformative Interventions into Health Professional Education Reform for the 21st century: Implications of an Expert Review

The paper’s broad aim is to encourage HPE [Health Professional education] leaders to make gender-transformative reforms in the current way of doing business and commit to themselves to countering gender discrimination and inequality. Interventions to counter gender discrimination should be seen as integral parts of institutional and instructional reforms and essential investments to scale up quality HPE and recruit and retain health workers in the systems that educate and employ them. Implementation challenges spanning financial, informational, and cultural barriers need consideration.

Assessment of Quality and Relevance of Curricula Development in Health Training Institutions: A Case Study of Kenya

The study recommended reviews of curricula to ensure their responsiveness to emerging issues in the health sector, the formation of curriculum committees to review curricula, development of official curricula review standards and an integrated mechanism to disseminate policies and guidelines. [from abstract]

A Partnership Model for the Training and Professional Development of Health-Care Staff in Low-Resource Settings

The model of “health partnerships” or “twinning” between hospitals or health-care training institutions in high-income countries and those in low- or middle-income countries (LMIC) has a role to play in addressing global deficiencies in the quantity, quality and accessibility of human resources for cancer control. [from abstract]

Career Intentions Of Final Year Medical Students in Uganda After Graduating: The Burden of Brain Drain

Uganda has severe shortage of human resources for health despite the heavy disease burden. The country has one of the highest fertility, and population growth rates in the world and is in dire need of trained health workers. The aim of the study was to determine the career intentions of the final year medical students to leave the county and health field after graduating and the associated factors. [from abstract]

Maximizing the Impact of Training Initiatives for Health Professionals in Low-Income Countries: Frameworks, Challenges, and Best Practices

The best practices adopted by these initiatives are: alignment to local priorities, country ownership, competency-based training, institutional capacity building, and the establishment of long-lasting partnerships with international stakeholders. Based on these best practices, we outline a framework for health professional training initiatives that can help better address the health workforce shortage in low-income countries.[from introduction]

Effects of Peer Education on the Knowledge and Use of HIV Counselling and Testing Services Among Young Persons in Ibadan, Nigeria

A peer education intervention was implemented to promote use of HCT among secondary school
students and apprentices in Ibadan, Nigeria. Baseline data were collected from 1281 students from six schools and 100 apprentice workshops in four Local Government Areas of Ibadan. [from abstract]

Identifying Approaches and Tools for Evaluating Community-Based Medical Education Programmes in Africa

This article outlines the process of identifying tools that, with modification, could assist in the evaluation of Community-Based Education programmes in participating Medical Education Partnership Initiative schools, funded by PEPFAR.

Nurses educating Patients and Relatives About Viral Hemorrhagic Fever Diseases: A Qualitative Study in Uganda

Recent Ebola epidemic in West Africa have put viral hemorrhagic fever diseases in the spotlight. Uganda has had several outbreaks throughout the years, which have successfully been managed. Nurses’ patient education plays an important role in the work to increase public awareness about viral hemorrhagic fever diseases. The objective of this study was to assess how nurses at the emergency department educate the patients and relatives about the viral hemorrhagic fever diseases. [from abstract]

Enhancing the Quality of Clinical Clerkships in a Resource Limited Settings Medical School: Northern Tanzania

To reduce healthcare worker shortages in sub-Saharan Africa, medical schools have increased enrolment. However, this
expansion has not been accompanied by adequate increases in faculty size or physical infrastructure.
Consequently, classes are overcrowded, and may lead to reduction in the quality of training, especially during clinical clerkships. Aiming to expose medical students to rural working environments and reduce overcrowding at the
main teaching hospital, in 2012 Kilimanjaro Christian Medical University College(KCMUCo) introduced a 12-week clerkship

Successful mLearning Pilot in Senegal: Delivering Family Planning Refresher Training Using Interactive Voice Response and SMS

Health workers’ knowledge of contraceptive side effects increased substantially after the refresher training. The mobile phone approach was convenient and flexible and did not disrupt routine service delivery. Clear limitations of the medium are participants can’t practice clinical skills or have interactive discussions. Also, some participants had trouble with network reception. [from abstract]

Enhancing Public Health Practice through a Capacity-Building Educational Programme: An Evaluation

The Post-Graduate Diploma in Public Health Management, launched by the Govt. of India under the aegis of the National Rural Health Mission in 2008, aims to enhance the managerial capabilities of public health professionals to improve the public health system. The Govt. of India invested enormous resources into this programme and requested an evaluation to understand the current processes, assess the graduates’work performance and identify areas for improvement. [from abstract]

The Effect of Pre-Service Training on Post-Graduation Skill and Knowledge Retention Among Mid-Level Healthcare Providers in Mozambique

To evaluate the effort, data was collected at graduation and 10 months later from pre-revision (initial) and revised curriculum TMGs to determine the following: (1) Did cohorts trained in the revised curriculum score higher on measurements of clinical knowledge, physical exam procedures, and solving clinical case scenarios than those trained in the initial curriculum; (2) Did TMGs in both curricula retain their knowledge over time (from baseline to follow-up); and (3) Did skills and knowledge retention differ over time by curricula? Post-graduation and over time results are presented.

Training Process Towards Strengthening Service Delivery In Dagoretti Sub-County

Despite progress in developing more effective training methodologies, training initiatives for health workers continue to experience common pitfalls that have beset the overall success. To improve the quality of healthcare service, the shortage of healthcare workers must be addressed by giving quality training and education needed to fill the gap to increase the output of qualified healthcare workers. [from abstract]

Learning from the Innovative Open Practices of Three International Health Projects: IACAPAP, VCPH and Physiopedia

This paper evaluates the open educational practices (OEP) of three global health projects operating outside academia—the International Association for Child and Adolescent Psychiatry and Allied Professions (IACAPAP), the Virtual Campus of
Public Health (VCPH), and Physiopedia. [from abstract]

Regional Strategy on Strengthening Health Workforce Education and Training in South - East Asia Region (2014 – 2019)

The Regional strategy on strengthening health workforce education and training in the South-East Asia Region specifically identifying priority activities to be initiated by WHO and Member countries, will guide and facilitate country initiatives on strengthening health workforce. WHO is totally committed to play the lead role in catalysing the implementation of this regional strategy. [from abstract]

Need For Competency Based Healthcare Management Education In India: Concerns, Challenges And Way Ahead

The paper explores the possibility of conceptualization and introduction of standardized competency based healthcare management education in India. The impression about competency based education in field of healthcare is limited to medical and nursing education. Concentrated efforts are required to develop the same concept in the field of healthcare management as well. [from abstract]

Preparing for the Data Revolution: Identifying Minimum Health Information Competencies Among the Health Workforce

Health information is required for a variety of purposes at all levels of a health system, and a workforce skilled in collecting, analysing, presenting, and disseminating such information is essential to fulfil these demands. While it is established that low- and middle-income countries (LMICs) are facing shortages in human resources for health (HRH), there has been little systematic attention focused on non-clinical competencies. In response, we developed a framework that defines the minimum health information competencies required by health workers at various levels of a health system.

Ethics Issues and Training Needs of Mental Health Practitioners in a Rural Setting

The intended goal was to obtain direct feedback about ethical issues and ethical training
needs from practitioners themselves who work in rural settings. Results identified three primary
ethical issues: dual relationships, confidentiality, and competence; and three primary ethical training needs: boundaries, state rules and regulations, and supervision. [from abstract]

ASH mHealth Compendium Fourth Edition

Mobile and wireless technologies assist health projects in accurately assessing the needs of a target population, collecting and disseminating relevant information, and delivering cost effective health services. [from introduction]

Towards an Health Sciences Education Charter: Building an India Relevant Paradigm

It is hoped that this background paper supported by the interactive discussions at the convention will help all of us including the People’s Council of Education to initiate a strong countervailing process and movement which will stimulate a re-thinking in the direction content and relevance of health sciences education in the country making it more relevant to people’s needs and health for All. [from introduction]

Access to Optometric Education: Challenges in Sub-Saharan Africa

Access to education was identified as a key international priority by UNESCO as far back as 1998 when it called for “equality of access”. A qualitative research design framed in phenomenology was used to conduct structured
interviews with academic leaders in optometry across SSA. Finance for tuition and student maintenance,
lack of knowledge of optometry and optometrists, high admission criteria, limited spaces at institutions, poor
mathematics and science results, gender inequalities and geographical location were cited as barriers to
optometric education. [adapted from abstract]

Quality Assurance of Pharmacy Education: The FIP Global Framework

The Framework is offered primarily as a tool – to be used in whole or in part - to facilitate the establishment of systems of quality assurance in countries where no such formal systems exist or for improvement of existing systems. Where regional similarities and collaborations exist, the Framework may also be applied at a regional rather than national level. [from forward]

Note:This document is an updated and expanded version of the FIP Global Framework for Quality Assurance of Pharmacy Education Version 1, adopted by the International Pharmaceutical Federation (FIP) in 2008.

The Self-Reported Learning Needs of Primary Care Doctors in South Africa: A Descriptive Survey

Strengthening primary health care in South Africa is a prerequisite for the successful introduction of National
Health Insurance. Primary care doctors from both the public and private sectors are an essential contributor to achieving this goal. In order to prepare these doctors for their future role, a national diploma training programme is being developed. This study aimed to evaluate the learning needs of primary care doctors and to assist with the design of the diploma. [from abstract]

Scaling Up Health Workforce Education and Training: Guide for Applying the Bottlenecks and Best Buys Approach

Bottlenecks and Best Buys Approach is designed to help educational institutions identify obstacles to increasing the production of competent and qualified graduates that can be overcome through limited yet strategic investments. This guide draws from the project’s experience of adapting and applying the approach in more than 30 nursing, midwifery, medical, health assistant, and community health extension worker schools, both public and privately owned, in seven African countries. [from introduction]

Examining the Teaching Roles and Experiences of Non-Physician Health Care Providers in Family Medicine Education: A Qualitative Study

Primary Care reform in Canada and globally has encouraged the development of interprofessional
primary care initiatives. This has led to significant involvement of non-physician Health Care Providers (NPHCPs) in the teaching of medical trainees. The objective of this study was to understand the experiences, supports and challenges facing non-physician health care providers in Family Medicine education. [from abstract]

Self-Directed e-Learning at a Tertiary Hospital in Malawi – A Qualitative Evaluation and Lessons Learnt

We have introduced an e-learning platform in the medical department of the Kamuzu Central Hospital (KCH) in Malawi. With the support of computer-assisted instruction, we aimed to improve the quality of medical training and education, as well as access to current medical materials, in particular for interns. From March to April 2012, we conducted a qualitative evaluation to assess relevance and appropriateness of the e-learning platform. Data was collected via face-to-face interviews, a guided group discussion and a checklist based observation log. [from abstract]

The Impact of Student-Centered Pedagogy on Training in a Pediatrics Course

This study aimed to determine the attitudes of students towards learning method based on problem solving as a student-centered and their satisfaction from the student-centered learning method in the medical students of Mashhad University of Medical Science.

Transforming Health Professions' Education through In-Country Collaboration: Examining the Consortia Between African Medical Schools Catalyzed by the Medical Education Partnership Initiative

African medical schools have historically turned to northern partners for technical assistance and resources to strengthen their education and research programmes. In 2010, this paradigm shifted when the United States Government brought forward unprecedented resources to support African medical schools. The grant, entitled the Medical Education Partnership Initiative (MEPI) triggered a number of south-south collaborations between medical schools
in Africa. This paper examines the goals of these partnerships and their impact on medical education and health workforce planning. [from abstract]

University Education for Nurses: A Response to the Challenges Facing Health Systems / La Formation Universitaire des Infirmières et Infirmiers: Une Réponse Aux Defis des Systèmes de Santé

This dissertation attempts to explain why nurses should have access to university education for 1st, 2nd and 3rd cycles in nursing. Nursing expertise is indeed one of the conditions for an adequate response to the health challenges of the twenty-first century. [from introduction]

Ce mémoire tente d’expliquer pourquoi les infirmières et les infirmiers doivent avoir accès à la formation universitaire de 1er, 2e et 3e cycles en sciences infirmières. L’expertise infirmière est en effet l’une des conditions d’une réponse adéquate aux défis de santé du XXIe siècle.

eLearning for Undergraduate Health Professional Education - A Systematic Review Informing a Radical Transformation of Health Workforce Development

The review is based on a rigorous search, analysis and presentation of data that provides decision-makers with an up-to-date picture of current knowledge on eLearning for undergraduate professional education. It responds to a need at the country level for evidence to inform and guide health professional education as an important vehicle in preparing health professionals to be ‘fit-for-purpose’. [from resource]