Abstract
Health Professions Education in Oman: A contemporary perspective.
Highlights
Health ensures vitality and productivity, and health care is a basic human right encompassed in various UN declarations and WHO commitments.[1,2]
The Commission estimated a global count of 2,420 medical schools, 467 schools or departments of public health, and an indeterminate number of postsecondary nursing educational institutions, training about 1 million new doctors, nurses, midwives, and public health professionals every year
The Report points out glaring gaps in health professions education due to outdated curricula, poor manpower planning and a dismal financial outlay on health education.[5]
Summary
Health ensures vitality and productivity, and health care is a basic human right encompassed in various UN declarations and WHO commitments.[1,2] Provision of health to its people demands structural organisation and systems planning by a government. The Flexner Report of 1910 was a watershed in providing a roadmap for marrying technological advances in medicine with systemic reforms in health education—translating into better health care.[3] An in-depth review of the 100 years that have elapsed since the Flexner Report by a Global Commission of experts (published in The Lancet in 2010), has provided a reality check for health planners of the 21st century.[4] The Commission estimated a global count of 2,420 medical schools, 467 schools or departments of public health, and an indeterminate number of postsecondary nursing educational institutions, training about 1 million new doctors, nurses, midwives, and public health professionals every year This seemingly positive picture is, counter-balanced by the realisation that four countries (China, India, Brazil, and USA) each have more than 150 medical schools, whereas 36 countries have no medical schools at all.[4] Besides these astounding figures, the Report points out glaring gaps in health professions education due to outdated curricula, poor manpower planning (qualitative and quantitative) and a dismal financial outlay on health education (only 2% of the annual budget in some of the most advanced countries).[5]. The succeeding paragraphs highlight how these measures fulfil in part or whole the six recommendations of the Lancet Report[4] for instructional, and four recommendations for institutional reforms in health professions education to achieve the outcomes of transformative learning and interdependence in education
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