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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
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