TAILIEUCHUNG - Transforming Medical Education: Lessons Learned from THEnet

Almost everywhere, sexuality education programs have faced serious implementation challenges that diminish their reach and effectiveness. As a result, many programs never move beyond the pilot stage. Those that do too often suffer from common problems such as lack of specific information in the curriculum on contraception and HIV/STI prevention; inadequate teaching materials and training; a scattershot approach to providing specific information that undermines comprehensive student understanding; and a tendency to delay introduction of sexuality education until secondary school—too late for the majority of youth in many developing countries who have already dropped out (Rosen and Conly, 1998). . | Transforming Medical Education Lessons Learned from THEnet Bjorg Pálsdóttir MPA and André-Jacques Neusy MD DTM H Training for Health Equity Network Context Scaling up the health workforce has clearly emerged as a priority in responding to global health challenges and a bottleneck for improving health systems and outcomes. Yet in the rush to respond to urgent needs sometimes multi-stakeholder planning get short-shifted and important stakeholders such as education ministries academic institutions and service providers are not actively involved. Since health workforce development has direct implication for health system performance 1and solutions to one problem may have unintended consequences on another part of the system 2 fragmentation results in the loss of valuable time and resources. Arguably medical education in particular suffers from lack of a systems approach. In low and high incomes countries alike medical schools struggle with changing needs of patients communities labor markets and health systems. Many schools continue to operate under the false assumption that quality medical education often associated with the bio-medically oriented urban and hospital based western models produces quality doctors for every context who will automatically advance medical practice leading to improved health status in society. This traditional approach generally delivers training in tertiary hospitals. However clinical education has not been responsive to a changing practice environment. Hospitals tend to be specialty driven stays shorter and the spectrum of illness is not representative of conditions seen in the population at large. 3 4In addition these tertiary hospitals cannot accommodate the increasing number of clinical training spots needed to scale up the production of physicians. Furthermore while it might seem implicit in the role of medical schools they are not held accountable for producing outcomes aligned with priority health workforce and health .

• Y học thường thức
• Pictorial Review
• Pathophysiological Changes
• Early Endometriosis
• Medical Treatment
• Treatment in Endometriosis
• Sequential Management
• MR Pictorial Review
• Phytaspase Connection
• Membrane H+ ATPase
• Gonadotropin Releasing
• Hormone Agonist
• Agonist and Dienogest
• Case Subject Definition