Abstract
After graduating more than 12,000 doctors since its founding in 1999, Cuba’s Latin American Medical School (ELAM, the Spanish acronym) is tackling one of its greatest challenges to date: how to track graduates from over 65 countries and measure their impact on health outcomes and policy in their local contexts?
Highlights
After graduating more than 12,000 doctors since its founding in 1999, Cuba’s Latin American Medical School (ELAM, the Spanish acronym) is tackling one of its greatest challenges to date: how to track graduates from over 65 countries and measure their impact on health outcomes and policy in their local contexts?
The ELAM curriculum is a six-year course of study designed to graduate physicians who will provide relevant, quality care while fostering equity and improving individual and population health outcomes.[1]
Providing post-graduate clinical, research, and continuing education opportunities. This strategy responds directly to what The Lancet characterizes as the failure of medical education “to overcome dysfunctional and inequitable health systems because of curricula rigidities, professional silos, static pedagogy, insufficient adaptation to local contexts, and commercialism in the professions
Summary
After graduating more than 12,000 doctors since its founding in 1999, Cuba’s Latin American Medical School (ELAM, the Spanish acronym) is tackling one of its greatest challenges to date: how to track graduates from over 65 countries and measure their impact on health outcomes and policy in their local contexts?. Breakdown is especially noteworthy within primary care, in both poor and rich countries.”[2] Whereas the global debate once focused on the number and distribution of health workers, this shift towards the type of training signifies deeper consideration of the relationship between medical education, population health and health systems as a whole It recognizes that new solutions are needed as the global health picture becomes more complex due to the international transfer of pathogens and people; continuing brain drain from the Global South to developed countries; emerging and re-emerging diseases; and widening health disparities. Characterized by curricula that transfer learning from the classroom to the community while emphasizing equity, they formed a consortium in 2008 to begin strengthening their evidence base, voice and influence This Training for Health Equity Network (THEnet) provides a framework for such socially-accountable medical schools to share tools, data, and experience in an effort to promote the innovations needed to confront the global crisis in human resources for health.
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