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Health Professional Education Reform: Institutional Dimensions

  • Developing and sustaining faculty and teaching staffs capacity: recruitment, remuneration, incentives, retention strategies and sustainability
  • Facilitating health professional education reform to strengthen health systems
  • Policies and processes to strengthen capacity of health training institutions
  • New models of training institutions for primary care
  • Public and private ownership of training institutes, public and private sources of financing health professional education and its outcome in terms of access to education, contributions to health systems of countries, attitude and responsiveness to health systems
  • Stewardship, accreditation and certification of health education programs
  • Health professional education in favour of equity and offer opportunities to the socially disadvantaged group and mechanisms to ensure contributions to their ethnic groups, rural areas
  • Linkage between tertiary education and secondary education
  • Perspectives of stakeholders in health professional education reforms: students, graduates, teachers or educators, and users and system managers
  • Expand academic centres to academic systems encompassing networks of hospitals and primary care units
  • Link together through global networks, alliances, and consortia

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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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