lecture b3: demand for health workforce education and training (part 2)

Lecture B3: Demand for health workforce education and training

(part 2)

Training programme on health workforce analysys and planningRio de Janeiro, 8-13 July

Dr Mario Roberto Dal PozCoordinatorHuman Resources for health [email protected]

Global health workforce crisis & medical profession | 22/04/232 |

What is the quality of medical education in Europe?

I don't want to sound arrogant or ignorant but what is the quality of education in Europe in medicine compared to USA/Canada (which are at the forefront of medical science/research/engineering)?

I have already found possible places to apply in Europe to English speaking schools. (there are such schools in Poland, Sweden, Czech and even Italy).

But is the quality good? Do they produce knowledgeable innovative doctors who can compete with North

American students for residency? Do they have comparable clinical skills? Again, I realize that Europe has a good medical system, but I honestly don't know

much about it. And I haven't met any foreign residents/doctors to be able to judge for myself or even talk to them?

Student Doctor Network Forumshttp://forums.studentdoctor.net


One answer ….

"the current medical training model, which annually consumes about 100 billion USD per year worldwide, no longer works'.

"fragmented, static and outdated" The Lancet 376(9756): 1923-1958. 2010


Global efforts


Countries with a critical shortage of health service providers (doctors, nurses and midwives)


The same countries are making slow progress towards the health-related MDGs

Source: WHO (2005). The World Health Report 2005 – Make Every Mother and Child Count. Geneva, World Health Organization

Maternal mortality ratio per 100 000 live births in 2000


Stock of physiciansWHR 2006 statistics compared to the latest statistics

0

1

2

3WHR 2006 LatestAvailable


Density of medical schools by region(2008 estimate)


Countries by number of medical schools (2008 estimates)


Institutions, graduates and workforce by region (estimates 2008)

RegionPopulation(millions)

Estimated number of schools

Estimated graduates per year (thousands)

Workforce (thousands)

MedicalPublic HealthDoctorsNurses/

midwivesDoctorsNurses/midwives

Asia

China1371188721752918611259

India1230300430366461372

Other10752413318554941300

Central82512615235603

High Income Asia Pacific2271682610564091543

Europe

Central1226419828281670

Eastern2121001522488401798

Western435282524211913503379

AmericasNorth America3611736519747932997

Latin America/Caribbean6025138235338271099

AfricaNorth Africa/Middle East450206461722540925

Sub - Saharan Africa86813451626125739

World70362420467389541840117684


India

Brazil

Num

ber o

f med

ical s

choo

ls

New medical schools (public and private) in India and Brazil


Quality of health training programmes / institutions

Insufficient infrastructure andequipment

Uneven

Faculty shortages

Uneven regulation and accreditation Fragmented and static methods

Inadequate secondary and post-graduate education

Unregulated private schools


Many countries are prioritizing the scale up of medical education as part of overall health sector strengthening.

Accreditation and quality measurement are important developments for standardizing medical education and physician capabilities

The status of the country’s health system affects medical education and physician retention

Coordination among ministries of education and ministries of health improves medical schools’ ability to increase health workforce capacity.

Educational planning that focuses on national health needs is improving the ability of medical graduates to meet those needs

Impressive curricular innovations are occurring in many schools. Beyond the creation of new knowledge, research is an important instrument for

medical school faculty development, retention, and infrastructure strengthening.


Recent global initiatives related to the education of health professions

lecture b3: demand for health workforce education and training (part 2)

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