000 04327cam a2200349 4500
020 _a9241208384
035 _a(Sirsi) 9241208384
060 _aW 18
110 2 _aWHO Study Group on Problem-Solving Education for the Health Professions.
242 1 0 _aPour une formation mieux adaptée des professionnels de la santé :
_brapport 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]
242 1 0 _aUna formación profesional mas adecuada del personal sanitario :
_binforme 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]
245 0 0 _aIncreasing the relevance of education for health professionals :
_breport of a WHO Study Group on Problem-solving Education for the Health Professions [meeting held in Geneva from 20 to 23 October 1992]
260 _aGeneva :
_bWorld Health Organization,
_c1993.
300 _a29 p.
440 0 _aWHO technical report series ;
_v838
500 _aAlso available in microfiche.
520 3 _aExplores 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.
535 _aDC.HQ; Microfiche at Reference Desk
546 _aeng fre spa.
550 _aWHODOC
561 _aWHO monograph
596 _a4
650 0 2 _aEducation, Medical
_xtrends.
650 0 2 _aCommunity medicine
_xeducation.
650 0 2 _aProblem solving.
650 0 2 _aHealth occupations
_xeducation.
690 _aEducation and Training.
710 2 _aWorld Health Organization.
856 _uhttps://apps.who.int/iris/
008 931117s1993 1 0 eng
942 _2NLM
_cMONOGRAPH
999 _c9065
_d9065