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Health Professional Education Reform: Instructional Dimensions

Ensuring skills and competency of teachers and faculties

  • Fostering leadership and cultivating transformative learning to teachers and faculties, and learners, students.
  • Competency driven design of curriculum, teaching and learning modalities and outcomes of different models
  • Technology supporting effective learning, including revolutions in IT-based learning, on-site and distant learning experiences

Ensuring skills and competency of graduates

  • Innovative methods for transferring, practicing and measuring skill development and mastery
  • Nurturing a culture of critical inquiry
  • Adequate responses to emerging health needs of population and structure of health systems
  • Community-based and field-based education, policy, implementations and outcome of different modalities
  • Inter-professional education which promote the practice of team work in health and its outcomes after graduation?
  • Outcome measurement: the assessment of clinical/nursing and public health competencies among graduates based on different instructional modalities

Ensuring quality and responsiveness of health professionals

  • Pre-service: Quality assurance of health professional education such as accreditation of curriculum and training institutions, requirement of national license examination
  • In-service: Continue professional education: policy, implementation, effectiveness and outcome, learning and lessons drawn; requirement of continuing professional education (CPE) as conditions for re-licensing. What are the effective models of CPE, what are the discourses between mandatory versus voluntary CPE and requirement of mandatory re-licensing of different professionals?
  • Student assessment and evaluation methods and outcome
  • Debates on health professionalism versus ethics, role of health professionals in the society and their social responsibilities

Ensuring number and quality of health professional after graduation

  • Workforce development and in-service training: e.g. short courses, long courses, distant courses, refresher courses, application of e-learning in the workplace
  • Discourse on the balance between pre- and post-service training and education, demand for and supply of general doctors versus specialists and sub-specialty, in the context of national health systems and health needs and demand for health care by the population
  • What are the opportunities in reorienting CPE in line with demographic and epidemiological transition in order to improve skill and competency of in-service health workforce in response to these changes?
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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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