Increasing the relevance of education for health professionals : report of a WHO Study Group on Problem-solving Education for the Health Professions [meeting held in Geneva from 20 to 23 October 1992]
Material type:
TextSeries: WHO technical report series ; 838Publication details: Geneva : World Health Organization, 1993. Description: 29 pISBN: 9241208384Title translated: Pour une formation mieux adaptée des professionnels de la santé : rapport d' un groupe d' étude de l' OMS sur l' apprentissage par la résolution de problèmes des professionnels de la santé [réuni à Genève du 20 au 23 octobre 1992]; Una formación profesional mas adecuada del personal sanitario : informe de un Grupo de Estudio de la OMS sobre la Enseñanza orientada a la Solución de Problemas en las Profesiones Sanitarias [se reunió en Ginebra del 20 al 23 de octubre de 1992]Subject(s): Education, Medical -- trends | Community medicine -- education | Problem solving | Health occupations -- education | Education and TrainingNLM classification: W 18Online resources: Click here to access online Abstract: Explores various ways to increase the relevance of education for health professionals as a strategy for improving the quality of health care and increasing access to services. Noting that the health work-force can account for up to 70% of the recurrent health budget, the report concentrates on innovations in education that can make learning easier and more efficient while also producing graduates equipped with the knowledge and skills most relevant to priority health problems. Particular attention is given to factors that are known to influence the success of two sets of innovations: those dealing with the learning process and those dealing with the relevance of education to community needs and practice. Since educational reform alone is not judged sufficient to improve the quality of health services, the report also challenges educational institutions to expand their sphere of influence to include advice and guidance on the development of health policy and services. Throughout the report, examples of innovative approaches are used to illustrate possible lines of action, alert readers to barriers that stand in the way of change, and propose solutions based on practical experiences. The report is presented in five main sections. The first explains why innovations in the methods and objectives of education are desirable and shows what these changes can be expected to achieve. The second section offers advice on how to evaluate the effects of innovations in the education of health professionals, giving particular attention to recent practical experiences in the use of problem-based and community-based learning. Arguing that educational institutions should have a role in shaping health policy, the third section considers how institutions can work together with communities to identify and solve priority health problems. Four specific areas in which educational institutions can contribute to health policy are identified. Readers are also given advice on the development of curricula that address the wider aspects of health, health promotion, and prevention of illness. The remaining sections discuss strategies for change applied to health systems and to educational institutions, and discuss a number of organizational and practical issues. While noting that the impact of educational programmes on the behaviour of health professionals in practice has yet to be established, the report concludes that problem-based learning can be used to make educational programmes more relevant to health needs if the selection of problems in a curriculum reflects the health care needs that graduates will face.
| Item type | Current library | Call number | Copy number | Status | Date due | Barcode |
|---|---|---|---|---|---|---|
Books
|
WHO HQ READING-RM | HQ SERIAL (Browse shelf(Opens below)) | 1 | Available | 00042687 | |
|
Books
|
WHO HQ DISCARD | W 18 93WH (Browse shelf(Opens below)) | 2 | Withdrawn | 00042688 | |
|
Books
|
WHO HQ ONLINE-IRIS | W 18 93WH (Browse shelf(Opens below)) | 3 | Available | O9241208384 |
Also available in microfiche.
Explores various ways to increase the relevance of education for health professionals as a strategy for improving the quality of health care and increasing access to services. Noting that the health work-force can account for up to 70% of the recurrent health budget, the report concentrates on innovations in education that can make learning easier and more efficient while also producing graduates equipped with the knowledge and skills most relevant to priority health problems. Particular attention is given to factors that are known to influence the success of two sets of innovations: those dealing with the learning process and those dealing with the relevance of education to community needs and practice. Since educational reform alone is not judged sufficient to improve the quality of health services, the report also challenges educational institutions to expand their sphere of influence to include advice and guidance on the development of health policy and services. Throughout the report, examples of innovative approaches are used to illustrate possible lines of action, alert readers to barriers that stand in the way of change, and propose solutions based on practical experiences. The report is presented in five main sections. The first explains why innovations in the methods and objectives of education are desirable and shows what these changes can be expected to achieve. The second section offers advice on how to evaluate the effects of innovations in the education of health professionals, giving particular attention to recent practical experiences in the use of problem-based and community-based learning. Arguing that educational institutions should have a role in shaping health policy, the third section considers how institutions can work together with communities to identify and solve priority health problems. Four specific areas in which educational institutions can contribute to health policy are identified. Readers are also given advice on the development of curricula that address the wider aspects of health, health promotion, and prevention of illness. The remaining sections discuss strategies for change applied to health systems and to educational institutions, and discuss a number of organizational and practical issues. While noting that the impact of educational programmes on the behaviour of health professionals in practice has yet to be established, the report concludes that problem-based learning can be used to make educational programmes more relevant to health needs if the selection of problems in a curriculum reflects the health care needs that graduates will face.
DC.HQ; Microfiche at Reference Desk
eng fre spa.
WHODOC
WHO monograph
4
There are no comments on this title.