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Pan American Health Organization

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... of Universities: Implications for Health Human Resources in Canada ... Concentration in urban Academic Health Science Centers. Focus on In-patient experiences ... – PowerPoint PPT presentation

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Title: Pan American Health Organization


1
Pan American Health Organization
  • Cooperation between
  • Academia and Services

2
Social Accountability of Universities
Implications for Health Human Resources in Canada
  • Louise Nasmith,
  • MDCM, MEd, CCFP, FCFP
  • Professor and Chair
  • Department of Family
  • and Community Medicine
  • University of Toronto

3
Overview
  • Canadian Context
  • Trends in Health Training
  • Emerging Health Needs
  • Responses of Universities
  • Future Challenges and Directions

4
Canadian Context
  • 17 Medical Schools University-based
  • Nursing
  • Faculties of Nursing
  • Colleges for Nursing training
  • Other Health Professions
  • University programs
  • Bachelors
  • Masters
  • Doctoral degree
  • Non-degree programs

5
Example MD Training
  • 4 year undergraduate medical programs
  • Post-graduate (since 1992)
  • 2 year Family Medicine
  • 4 Specialty training
  • Up to 63 sub-specialty programs

6
Trends in Health (M.D.) Training
  • Increase in Sub-specialization
  • Decrease in Generalism
  • Concentration in urban Academic Health Science
    Centers
  • Focus on In-patient experiences

7
Emerging Health Issues and Needs
  • Shortage of physicians
  • Decreased access in both rural and urban areas
  • Increase in chronic illness
  • Increase in underserved populations
  • Inner city
  • Aboriginal
  • Mental health
  • Team-based care
  • Patient safety

8
Social Accountabilityof Medical Schools
  • the obligation to direct their education,
    research and service activities towards
    addressing the priority health concerns of the
    community, region, and/or nation they have a
    mandate to serve. The priority health concerns
    are to be identified jointly by governments,
    health care organizations, health professionals
    and the public. WHO

9
Principles
  • Emphasis on competence patient-physician
    relationship professionalism
  • Responsiveness to changing needs of the community
    and advocate for them
  • Conduct of curiosity-driven research and
    provision of evidence-based care testing new
    models to translate research into practice
  • Work with affiliated health care institutions,
    community, policy-makers to develop a shared
    vision of an evolving and sustainable health care
    system

10
Responses from Universities (Eg)
  • Distributed Models of Education
  • University of British Columbia
  • University of Ottawa
  • Memorial University
  • Dalhousie University

11
Responses from Universities (Eg)
  • Generalist Curriculum
  • University of Toronto

12
Responses from Universities (Eg)
  • Rural Initiatives
  • Northern Ontario School of Medicine

13
Responses from Universities (Eg)
  • Shared Governance Model
  • University of Saskatchewan

14
Responses from Universities (Eg)
  • Interprofessional Models of Education
  • IECPCP Projects

15
Responses from Universities (Eg)
  • Knowledge Translation
  • University of Ottawa
  • University of Toronto

16
Responses from Universities (Eg)
  • Shift to Ambulatory Teaching
  • National agenda

17
Responses from Universities (Egs)
  • Distributed models of education
  • Generalist curriculum
  • Rural initiatives
  • Governance models
  • Interprofessional models of education
  • Knowledge translation
  • Shift to Ambulatory Training
  • Responsive to societys needs

18
Lessons Learned/Future Directions
  • Health and Education need to be at the same
    table
  • Government
  • University
  • Service agencies

19
Lessons Learned/Future Directions
  • Training needs to occur in the community
  • Move outside of hospitals
  • Focus on ambulatory patients
  • Teach community orientation

20
Lessons Learned/Future Directions
  • Invest in Generalism
  • Role of departments of Family Medicine
  • Re-instill generalism in sub-specialty training

21
Lessons Learned/Future Directions
  • Interprofessional training
  • Driven by policy
  • Financial investment

22
Lessons Learned/Future Directions
  • New formats for Continuing Professional
    Development
  • Part of university mission
  • Knowledge translation
  • Quality assurance

23
Implications for Health Human Resources
  • If universities do not endorse and act upon the
    social accountability imperative, health care
    professionals will be educated in a vacuum driven
    by their own needs rather than the needs of
    communities.
  • Policy and funding are required to drive this
    mission and ensure that care providers are
    trained to deliver quality, patient and
    community-centred team-based care.
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