The purpose of accreditation is to build a competent health workforce by ensuring the quality of training taking place within those institutions that have met certain criteria. It is the combination of institution or program accreditation with individual licensure?for confirming practitioner competence?that governments and professions use to reassure the public of the capability of its health workforce. Accreditation offers educational quality assurance to students, governments, ministries, and society. Given the rapid changes in society, health, and health care, the National Academies of Sciences, Engineering, and Medicine hosted a workshop in April 2016, aimed to explore global shifts in society, health, health care, and education, and their potential effects on general principles of program accreditation across the continuum of health professional education. Participants explored the effect of societal shifts on new and evolving health professional learning opportunities to best ensure quality education is offered by institutions regardless of the program or delivery platform. This publication summarizes the presentations and discussions from the workshop. Table of Contents Front Matter 1 Introduction 2 Varying Views on Accreditation 3 Competency-Based Accreditation and Collaboration 4 Engaging New Partners in Accreditation 5 Moving Forward Appendix A: Workshop Agenda Appendix B: Speaker Biographical Sketches Appendix C: Forum-Sponsored Products

To explore various aspects of faculty development, the Global Forum on Innovation in Health Professional Education of the National Academies of Sciences, Engineering, and Medicine held a virtual workshop in August 2020 titled Health Professions Faculty for the Future. At the workshop, presenters provided examples of how educators are using effective teaching strategies and of practices in health professional education. This publication summarizes the presentation and discussion of the workshop. Table of Contents Front Matter 1 Introduction 2 Evaluating Outcomes Based on Thoughtful Program Designs (Step 5) 3 Building Pathways and Broadening Recruitment (Steps 1 and 2) 4 Training New Recruits and Current Faculty to Be Effective Educators (Step 3) 5 Building Facilitating Structures for Informal Faculty Development (Step 4) 6 Closing Reflections Appendix A: Members of the Global Forum on Innovation in Health Professional Education Appendix B: Workshop Agenda Appendix C: Speaker Biographical Sketches Appendix D: Best Andragogical Practices for Online Learning and Faculty Development Appendix E: Forum-Sponsored Products

The social determinants of mental health involve the economic, social, and political conditions into which one is born that influence a person's mental health - and, in particular, that affect the likelihood a person raised in deficient or dangerous conditions often associated with poverty will develop persistent mental health challenges throughout his or her life. To explore how health professions education and practice organizations and programs are currently addressing social determinants that contribute to mental health disparities across the lifespan, the Global Forum on Innovation in Health Professional Education of the National Academies of Sciences, Engineering, and Medicine hosted a workshop in Washington, DC on November 14-15, 2019. This publication summarizes the presentation and discussion of the workshop. Table of Contents Front Matter 1 Introduction 2 The Social Determinants of Mental Health 3 Recruiting and Supporting a Diverse Workforce 4 Experiential Learning In and Out of the Classroom 5 Turning Experience into Policy Appendix A: Members of the Global Forum on Innovation in Health Professional Education Appendix B: Planning Meeting and Workshop Agendas Appendix C: Speaker Biographical Sketches Appendix D: Background Paper Appendix E: Faculty Development Materials Appendix F: Forum-Sponsored Products

There is growing evidence from developed and developing countries that community-based approaches are effective in improving the health of individuals and populations. This is especially true when the social determinants of health are considered in the design of the community-based approach. With an aging population and an emphasis on health promotion, the United States is increasingly focusing on community-based health and health care. Preventing disease and promoting health calls for a holistic approach to health interventions that rely more heavily upon interprofessional collaborations. However, the financial and structural design of health professional education remains siloed and largely focused on academic health centers for training. Despite these challenges, there are good examples of interprofessional, community-based programs and curricula for educating health professionals. In May 2014, members of the Institute of Medicine's Global Forum on Innovation in Health Professional Education came together to substantively delve into issues affecting the scale-up and spread of health professional education in communities. Participants heard a wide variety of individual accounts from innovators about work they are undertaking and opportunities for education with communities. In presenting a variety of examples that range from student community service to computer modeling, the workshop aimed to stimulate discussions about how educators might better integrate education with practice in communities. Building Health Workforce Capacity Through Community-Based Health Professional Education summarizes the presentations and discussion of this event. Table of Contents Front Matter Summary: Understanding the Community Context of Health 1 Establishing a Framework 2 Skill Sets and Pedagogy 3 Factors for Spreading/Scaling Up Innovations in Community-Based Health Professional Education to Practice 4 Community-Based, Interprofessional, Educational Innovations Appendix A: Workshop Agenda Appendix B: Abstracts of the May 2, 2014, Webcast Session Appendix C: Abstracts of the May 1, 2014, Poster Session Appendix D: Summary of Updates from the Innovation Collaboratives Appendix E: Speaker Biographical Sketches Appendix F: The Bridging Leadership Framework

The onset of COVID-19 pandemic and inundation of the U.S. health care system emphasized infrastructural and health professional education vulnerabilities. A planning committee of the National Academies of Sciences, Engineering, and Medicine Global Forum on Innovation in Health Professional Education conducted a series of public workshops in the fall of 2021 to explore whether students and trainees should be viewed as members of the health workforce, particular in times of emergency as was experienced during the COVID-19 public health crisis. The planning committee gathered educators, students, administrators, and health professionals to share ideas, experiences, and data to strategize expansion of learning opportunities for medical trainees and enhancement of medical preparedness to unforeseen crises without compromising the quality of patient care. The workshops explored issues such as identifying evidence on value-added roles for students to serve in the delivery of care and in a public health capacity, and balancing the role of learners as consumers (tuition payers) and not licensed providers versus members of the health workforce. This Proceedings highlights presentations and discussions from the workshop. Table of Contents Front Matter 1 Introduction 2 The Decision-Making Process of Leaders 3 Keeping Learners in the Field 4 Learner Considerations 5 Cultural Safety Considerations 6 External Factors 7 Evolution of a Decision Tree Appendix A: Evolution of a Decision Tree Appendix B: Unanswered Questions for Further Exploration Appendix C: Members of the Global Forum on Innovation in Health Professional Education Appendix D: Workshop Agenda Appendix E: Speaker Biographical Sketches

The COVID-19 pandemic was arguably the greatest disrupter health professional education (HPE) has ever experienced. To explore how lessons learned from this unprecedented event could inform the future of HPE, the Global Forum on Innovation in Health Professional Education of the National Academies of Sciences, Engineering, and Medicine convened a virtual workshop series in 2020 and 2021. The first workshop focused on identifying challenges faced by educators, administrators, and students amidst the pandemic and how the different stakeholder groups shifted and adapted in response. The second workshop explored how experts from various health professions might respond to hypothetical?but realistic?future world situations impacting HPE. The final two workshops contemplated the future of HPE post-COVID and explored next steps for applying lessons learned from the workshop series to allow educators to test and evaluate educational innovations in real time. This Proceedings of a Workshop summarizes discussions from the second, third, and fourth workshops in this series. Table of Contents Front Matter 1 Introduction 2 Scenario Planning 3 Challenges and Opportunities During the Pandemic 4 Exploring a Value Proposition for Making Changes 5 Preparing for the Future 6 Building the Bridge Forward Appendix A: Members of the Global Forum on Innovation in Health Professional Education Appendix B: Workshop Agendas Appendix C: Speaker Biographical Sketches Appendix D: Timeline of the Workshop Series Activities

During the COVID-19 pandemic, health professionals adapted, innovated, and accelerated in order to meet the needs of students, patients, and the community. To examine and learn from these experiences, the National Academies of Sciences, Engineering, and Medicine's Global Forum on Innovation in Health Professional Education convened a series of workshops, the first of which was a one-day virtual workshop on December 3, 2020. The first workshop explored lessons learned in the grand challenges facing health professions education (HPE) stemming from the COVID-19 pandemic and how those positive and negative experiences might inform development of sustainable improvements in the value, effectiveness, and impact of HPE. Educators, students, administrators, and health professionals shared ideas, stories, and data in an effort to discuss the future of HPE by learning from past experiences. Topics included: evaluation of online education; innovations in interprofessional education and learning opportunities within the social determinants of health and mental health; effects on preclinical and clinical education; regulatory and accreditation changes affecting HPE; and stress and workload on students and faculty. This publication summarizes the presentations and panel discussions from the workshop. Table of Contents Front Matter 1 Introduction 2 Looking Back and Moving Forward 3 Innovation Brought by COVID-19 4 An Interprofessional Framework for the Future Appendix A: Members of the Global Forum on Innovation in Health Professional Education Appendix B: Workshop Agenda Appendix C: Speaker Biographical Sketches Appendix D: Workshop Resources and Presenter Handouts Appendix E: Forum-Sponsored Products

An adequate, well-trained, and diverse health care workforce is essential for providing access to quality health care services. However, despite more than a decade of concerted global action to address the health workforce crisis, collective efforts are falling short in scaling up the supply of health workers. The resulting health workforce shortage affects people's access to quality health care around the globe. In October 2016, the National Academies of Sciences, Engineering, and Medicine convened a workshop to explore resources for financing health professional education in high-, middle-, and low-income countries and innovative methods for financially supporting investments in health professional education within and across professions. Participants examined opportunities for matching population health needs with the right number, mix, distribution, and skill set of health workers while considering how supply and demand drive decisions within education and health. This publication summarizes the presentations and discussions from the workshop. Table of Contents Front Matter 1 Introduction 2 Matching the Health Workforce to Population Needs 3 Understanding and Applying a Model for Financing Health Professional Education 4 Reflections and Potential Next Steps for Building a Model Appendix A: Workshop Agenda Appendix B: Future Financing of Health Professional Education Workshop Background Document Appendix C: Speaker Biographical Sketches Appendix D: Forum-Sponsored Products

The 2014?2015 Ebola epidemic in western Africa was the longest and most deadly Ebola epidemic in history, resulting in 28,616 cases and 11,310 deaths in Guinea, Liberia, and Sierra Leone. The Ebola virus has been known since 1976, when two separate outbreaks were identified in the Democratic Republic of Congo (then Zaire) and South Sudan (then Sudan). However, because all Ebola outbreaks prior to that in West Africa in 2014?2015 were relatively isolated and of short duration, little was known about how to best manage patients to improve survival, and there were no approved therapeutics or vaccines. When the World Heath Organization declared the 2014-2015 epidemic a public health emergency of international concern in August 2014, several teams began conducting formal clinical trials in the Ebola affected countries during the outbreak. Integrating Clinical Research into Epidemic Response: The Ebola Experience assesses the value of the clinical trials held during the 2014?2015 epidemic and makes recommendations about how the conduct of trials could be improved in the context of a future international emerging or re-emerging infectious disease events. Table of Contents Front Matter Summary 1 Introduction 2 Conducting Clinical Research During an Epidemic 3 Assessment of Therapeutic Trials 4 Assessment of Vaccine Trials 5 Strengthening Capacity for Response and Research 6 Engaging Communities in Research and Response 7 Facilitating International Coordination and Collaboration Appendix A: Study Approach and Methods Appendix B: Clinical Trial Designs Appendix C: Ethical Principles for Research with Human Subjects Appendix D: Biographical Sketches of Committee Members and Staff

In September 2014, the Global Forum on Innovation in Health Professional Education and the Forum on Public-Private Partnerships for Global Health and Safety of the Institute of Medicine convened a workshop on empowering women and strengthening health systems and services through investing in nursing and midwifery enterprise. Experts in women's empowerment, development, health systems' capacity building, social enterprise and finance, and nursing and midwifery explored the intersections between and among these domains. Innovative and promising models for more sustainable health care delivery that embed women's empowerment in their missions were examined. Participants also discussed uptake and scale; adaptation, translation, and replication; financing; and collaboration and partnership. Empowering Women and Strengthening Health Systems and Services Through Investing in Nursing and Midwifery Enterprise summarizes the presentations and discussion of the workshop. This report highlights examples and explores broad frameworks for existing and potential intersections of different sectors that could lead to better health and well-being of women around the world, and how lessons learned from these examples might be applied in the United States. Table of Contents Front Matter 1 Introduction PART I 2 Women's Empowerment 3 Strengthening Health Systems PART II 4 Nursing and Midwifery Education and Enterprise 5 Country Perspectives 6 Innovations and Organizational Strategies to Strengthen Health Systems 7 Social Enterprise and Investment in Health PART III 8 Transferability of Models and Lessons Learned 9 Models for the United States and the Larger Global Context Appendix A: Workshop Agenda Appendix B: Speaker Biographical Sketches Appendix C: List of Participants Appendix D: Innovations in the Provision of Health Services Using Empowered Nurses and Midwives in the Philippines--Oscar F. Picazo, Valerie Gilbert T. Ulep, Ida Pantig, Danica Ortiz, Melanie Aldeon, and Nina Ashley de la Cruz

"Assessing Health Professional Education" is the summary of a workshop hosted by the Institute of Medicine's Global Forum on Innovation in Health Professional Education to explore assessment of health professional education. At the event, Forum members shared personal experiences and learned from patients, students, educators, and practicing health care and prevention professionals about the role each could play in assessing the knowledge, skills, and attitudes of all learners and educators across the education to practice continuum. The workshop focused on assessing both individuals as well as team performance. This report discusses assessment challenges and opportunities for interprofessional education, team-based care, and other forms of health professional collaborations that emphasize the health and social needs of communities.

A pressing challenge in the modern health care system is the gap between education and clinical practice. Emerging technologies have the potential to bridge this gap by creating the kind of team-based learning environments and clinical approaches that are increasingly necessary in the modern health care system both in the United States and around the world. To explore these technologies and their potential for improving education and practice, the National Academies of Sciences, Engineering, and Medicine hosted a workshop in November 2017. Participants explored effective use of technologies as tools for bridging identified gaps within and between health professions education and practice in order to optimize learning, performance and access in high-, middle-, and low-income areas while ensuring the well-being of the formal and informal health workforce. This publication summarizes the presentations and discussions from the workshop. Table of Contents Front Matter 1 Introduction 2 Technology in Education 3 Bridging the Education-to-Practice Gap 4 Technology in Research 5 Applying Technology to Real-Life Problems 6 Making Connections Through Technology Appendix A: Workshop Statement of Task Appendix B: Workshop Agenda Appendix C: Speaker Biographical Sketches Appendix D: Forum-Sponsored Products

The mental health and well-being of health professionals is a topic that is broad, exceptionally relevant, and urgent to address. It is both a local and a global issue, and affects professionals in all stages of their careers. To explore this topic, the Global Forum on Innovation in Health Professional Education held a 1.5 day workshop. This publication summarizes the presentations and discussions from the workshop. Table of Contents Front Matter 1 A Design Thinking, Systems Approach to Well-Being 2 Creating a Culture of Well-Being 3 Breakout Session Discussions 4 Leadership in Organizational Resilience 5 Building on the Lessons Learned Appendix A: Workshop Agenda Appendix B: The Importance of Well-Being in the Health Care Workforce Appendix C: Listening to Leadership Appendix D: Speaker Biographical Sketches Appendix E: Forum-Sponsored Products

On November 13 and 14, 2018, members of the National Academies of Sciences, Engineering, and Medicine's Global Forum on Innovation in Health Professional Education participated in a joint workshop with affiliates of the National Center for Interprofessional Practice and Education. The workshop participants explored the intersection of health professions education and practice. Both sectors are working toward the same goal of improving the health of patients and populations, without compromising the mental stability and wellbeing of the workforce or its learners. However, while education and practice have the same goal, there is a need for greater alignment between the sectors to more fully realize these desired outcomes. For example, educators, practitioners, and administrators must learn to adapt and respond to the growing role of technology within a wider context, in order to most effectively apply higher education within health systems. This publication summarizes the presentations and discussions from the workshop. Table of Contents Front Matter 1 Introduction 2 Workforce and Training Data 3 Patient-Centered Care and Education 4 The Role of Health Care in Developing the Health Workforce 5 Meeting Needs of Populations, Students, and Educators 6 Envisioning Future Educators 7 Disruption in Health Education and Practice Appendix A: Workshop Agenda Appendix B: Speaker Biographical Sketches Appendix C: Forum-Sponsored Products

One of the largest treatment gaps for mental, neurological, and substance use (MNS) disorders in the world can be seen in Sub-Saharan Africa (SSA). According to the World Health Organization (WHO), about 80% of people with serious MNS disorders living in low- and middle-income countries do not receive needed health services. A critical barrier to bridge this treatment gap is the ability to provide adequate human resources for the delivery of essential interventions for MNS disorders. An international workshop was convened in 2009, by the .S. Institute of Medicine (IOM) Forum on Neuroscience and Nervous Systems Disorders and the Uganda National Academy of Sciences (UNAS) Forum on Health and Nutrition, to bring together stakeholders from across SSA and to foster discussions about improving care for people suffering from MNS disorders and what steps, with potential for the greatest impact, might be considered to bridge the treatment gap. Due to the broad interest to further examine the treatment gap, the IOM forum organized a second workshop in Kampala, Uganda on September 4 and 5, 2012. The workshop\'s purpose was to discuss candidate core competencies that providers might need to help ensure the effective delivery of services for MNS disorders. The workshop focused specifically on depression, psychosis, epilepsy, and alcohol use disorders. Strengthening Human Resources Through Development of Candidate Core Competencies for Mental, Neurological, and Substance Use Disorders in Sub-Saharan Africa: Workshop Summary outlines the presentations and discussions by expert panelists and participants of the plenary sessions of the workshop. This summary includes an overview of challenges faced by MNS providers in the SSA, perspectives on the next steps, the 2009 workshop, and more. Table of Contents Front Matter Strengthening Human Resources Through Development of Candidate Core Competencies for Mental, Neurological, and Substance Use Disorders in Sub-Saharan Africa: Workshop Summary Appendix A: Summary of Candidate Core Competencies Appendix B: Candidate Core Competencies Appendix C: Provider Definitions and Relationship Roles Appendix D: References Appendix E: Workshop Agenda Appendix F: Working Groups Appendix G: Attendees

In April 2015, the Institute of Medicine convened a public workshop to explore recent shifts in the health and health care industry and their implications for health professional education (HPE) and workforce learning. This study serves as a follow-up to the 2009 Lancet Commission report on health professions education for the 21st century and seeks to expand the report's messages beyond medicine, nursing, and public health. Envisioning the Future of Health Professional Education discusses opportunities for new platforms of communication and learning, continuous education of the health workforce, opportunities for team-based care and other types of collaborations, and social accountability of the health professions. This study explores the implications that shifts in health, policy, and the health care industry could have on HPE and workforce learning, identifies learning platforms that could facilitate effective knowledge transfer with improved quality and efficiency, and discusses opportunities for building a global health workforce that understands the role of culture and health literacy in perceptions and approaches to health and disease. Table of Contents Front Matter Introduction 1 Building the Health Workforce 2 Curriculum Redesign and Restructuring 3 A Changing Health Workforce 4 Building a Global Health Workforce Appendix A: Workshop Agenda Appendix B: Gaming Arcade Submission Descriptions Appendix C: Abstracts of the April 24, 2015, Webcast Session Appendix D: Speaker Biographical Sketches

Healers Abroad:Americans Responding to the Human Resource Crisis in HIV/AIDS calls for the federal government to create and fund the United States Global Health Service (GHS) to mobilize the nationA-A'A1/2s best health care professionals and other highly skilled experts to help combat HIV/AIDS in hard-hit African, Caribbean, and Southeast Asian countries. The dearth of qualified health care workers in many lowincome nations is often the biggest roadblock to mounting effective responses to public health needs. The proposalA-A'A1/2s goal is to build the capacity of targeted countries to fight the HIV/AIDS pandemic over the long run. The GHS would be comprised of six multifaceted components. Full-time, salaried professionals would make up the organizationA-A'A1/2s pivotal A-A'A1/2service corps,A-A'A1/2 working side-by-side with other colleagues already on the ground to provide medical care and drug therapy to affected populations while offering local counterparts training and assistance in clinical, technical, and managerial areas.

Every year, the Global Forum undertakes two workshops whose topics are selected by the more than 55 members of the Forum. It was decided in this first year of the Forum's existence that the workshops should lay the foundation for future work of the Forum and the topic that could best provide this base of understanding was "interprofessional education." The first workshop took place August 29-30, 2012, and the second was on November 29-30, 2012. Both workshops focused on linkages between interprofessional education (IPE) and collaborative practice. The difference between them was that Workshop 1 set the stage for defining and understanding IPE while Workshop 2 brought in speakers from around the world to provide living histories of their experience working in and between interprofessional education and interprofessional or collaborative practice. A committee of health professional education experts planned, organized, and conducted a 2-day, interactive public workshop exploring issues related to innovations in health professions education (HPE). The committee involved educators and other innovators of curriculum development and pedagogy and will be drawn from at least four health disciplines. The workshop followed a high-level framework and established an orientation for the future work of the Global Forum on Innovations in Health Professional Education. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice summarizes the presentations and small group discussions that focused on innovations in five areas of HPE: 1. Curricular innovations - Concentrates on what is being taught to health professions' learners to meet evolving domestic and international needs; 2. Pedagogic innovations - Looks at how the information can be better taught to students and WHERE education can takes place; 3. Cultural elements - Addresses who is being taught by whom as a means of enhancing the effectiveness of the design, development and implementation of interprofessional HPE; 4. Human resources for health - Focuses on how capacity can be innovatively expanded to better ensure an adequate supply and mix of educated health workers based on local needs; and 5. Metrics - Addresses how one measures whether learner assessment and evaluation of educational impact and care delivery systems influence individual and population health. Table of Contents Front Matter 1 Introduction 2 Interprofessional Education 3 Implementing Interprofessional Education for Improving Collaboration 4 Metrics 5 Interprofessional Education Within the Health System 6 Learning from Students, Patients, and Communities 7 Moving Forward by Looking Back Appendix A: Workshop Agendas Appendix B: Speaker Biographies Appendix C: Summary of Updates Provided by Members of the Global Forum on Innovation in Health Professional Education's Innovation Collaboratives Appendix D: Faculty Development Programs at Various Universities Appendix E: Disruptive Innovations