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  • The Report points out glaring gaps in health professions education due to outdated curricula, poor manpower planning and a dismal financial outlay on health education.[5]

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Summary

Ritu Lakhtakia

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at all.[4] Besides these astounding figures, the Report points out glaring gaps in health professions education due to outdated curricula, poor manpower planning (qualitative and quantitative) and a dismal financial outlay on health education (only 2% of the annual budget in some of the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

Instructional Reforms
Institutional Reforms
Findings
Pitfalls and Hurdles
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