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Advancing Health Equity Through Health Workforce Education, Training and Deployment

To achieve health equity, government needs to move closer to and finally reach universal health coverage by ensuring equitable access to healthcare by all socio-economic groups: rich-poor, urban-rural and vulnerable populations, with adequate financial risk protection. All these pose a huge challenge on financing and service provision, for which adequate number and proper mix of health workforce cadres, commitment play a vital role. A number of questions or issues may be raised, such as:

  • Universal health coverage has major ramification on health professional education and training, what cadres (diploma, bachelor, and post graduates, as well as other paramedics), how many to be trained? Can the government and private sector employ all these graduates and ensure they properly contribute to health needs of the population?
  • What are the relative contributions of different cadres of health professionals (in a broad sense) in enhancing health equity?
  • What skill-mix, cadre-mix, types of training (pre-services, in-service and post-services) are required to improve access to health services and achieving UHC?
  • What are the models, and good practice of inter-professional and trans-professional team works in practice? Lessons from different country settings
  • Evolution of education programmes and plans towards UHC: different country experiences
  • Contributions of different tracks of student recruitment into health professional education e.g. national entrance examination, special quota for rural, ethnic minorities on rural retention and home town services
  • At clinical and public health practice context, how health professional recognize and understanding the contributions of social determinants to (ill) health of population, how health professional education support such skills and attitudes?
  • What are effective models of strengthening capacity of health workforce to
    • facilitate intersectoral actions in order to address social determinants contributing to ill health?
    • facilitate community participation and social mobilization?
    • effectively communicate with public and strengthen health literacy?
  • Trends in the application of technology and ICT in health service delivery
  • Contributions of health of the population such as burden of diseases, risk factors, poverty and ill health, health systems configuration to the design and reform of health professional education curriculum. What are the effective interface between health professional training institutes, health systems and the national health authority (MOH)?
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OBJECTIVES

1. To identify, share and learn strengths and weaknesses of the current health professional education, teaching and learning systems in different country contexts.

2. To identify how health professional education, teaching and learning systems be transformed in advancing health equity agenda and be responsive to health of people in the dynamic socio-economic environment.

3. To support the development of strategies and interventions in transforming health professional education systems at the national levels.

4. To strengthening the regional network contributing to evidence for health professional education transformation.

CONCEPTUAL FRAMEWORK

The conference program was developed starting with the conceptual framework in the figure above, comprising 3 main components: (1) education system including innovation and technology on health professional learning; (2) health system, and (3) labor market and demographic transition that will have impact on both education and health systems.  These 3 components are divided into 4 key areas with various issues under each area as follows:

Health Professional Education Reform:
Instructional Dimensions
Health Professional Education Reform: Institutional Dimensions
Advancing Health Equity Through Health Workforce Education, Training and Deployment
Changing Context and Impact on Labour Market and Health Professional Training
The abovementioned 4 key areas and issues under each area were used as a guideline in the design of organized sessions for the conference.
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