Abstract
BackgroundThere is an increasing consensus globally that the education of health professionals is failing to keep pace with scientific, social, and economic changes transforming the healthcare environment. This catalyzed a movement in reforming education of health professionals across Bangladesh, China, India, Thailand, and Vietnam who jointly volunteered to implement and conduct cooperative, comparative, and suitable health professional education assessments with respect to the nation’s socio-economic and cultural status, as well as domestic health service system.MethodsThe 5C network undertook a multi-country health professional educational study to provide its countries with evidence for HRH policymaking. Its scope was limited to the assessment of medical, nursing, and public health education at three levels within each country: national, institutional, and graduate level (including about to graduate students and alumni).ResultsThis paper describes the general issues related to health professional education and the protocols used in a five-country assessment of medical, nursing, and public health education. A common protocol for the situation analysis survey was developed that included tools to undertake a national and institutional assessment, and graduate surveys among about-to-graduate and graduates for medical, nursing, and public health professions. Data collection was conducted through a mixture of literature reviews and qualitative research.ConclusionsThe national assessment would serve as a resource for countries to plan HRH-related future actions.
Highlights
There is an increasing consensus globally that the education of health professionals is failing to keep pace with scientific, social, and economic changes transforming the healthcare environment
The reforms in health professional education are credited with equipping health professionals with knowledge that contributed to the doubling of life span during the twentieth century [1]
This paper presents the protocols that were used in a five-country assessment of health professional education that encompasses medical, nursing, and public health education
Summary
There is an increasing consensus globally that the education of health professionals is failing to keep pace with scientific, social, and economic changes transforming the healthcare environment This catalyzed a movement in reforming education of health professionals across Bangladesh, China, India, Thailand, and Vietnam who jointly volunteered to implement and conduct cooperative, comparative, and suitable health professional education assessments with respect to the nation’s socio-economic and cultural status, as well as domestic health service system. The “Commission on Education of Health Professionals for the 21st Century,” which was established and chaired by Professor Lincoln Chen (President of China Medical Board) and Professor Julio Frenk (Dean of Harvard School of Public Health), launched a report on “Education of health professionals for the 21st century: a global independent commission.”. Bangladesh, China, India, Thailand, and Vietnam jointly volunteered to implement and conduct cooperative, comparative, and suitable health professional education assessments with respect to the nation’s socio-economic and cultural status, as well as domestic health service system
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