preparing the health workforce - WHO

1 preparing the health workforce41chapter threein this chapter41 workforce entry: the right mix43 Training: the right institutions to produce the right workers54 Rethinking recruitment: gateway to the workforce59 ConclusionThe previous chapter provided an overview of the enormous challenges facing the health workforce . Chapter 3 and the following two chapters deal with many of these challenges, using the framework of strategies to train, sustain and retain the workforce . This chapter is about preparation: getting it right at the beginning; giving the right train-ing to the right people to create an effective workforce for the delivery of health care.

2 It focuses on the entry of health workers into the workforce and on the health train-ing institutions schools, universities and training colleges which provide them with the knowledge and competencies for the jobs they will be required to do. workforce entry: the right mix preparing the health workforce to work towards attainment of its health objectives represents one of the most important challenges and opportunities for health systems. Going beyond the traditional notion of skill mix, this chapter extends the concept of mix to in-clude: how many people are trained (numbers); the degree to which they reflect the sociocultural and demographic characteristics of the population (diversity); and what tasks the different levels of health workers are trained to do and are capable of performing (competencies).

3 Maintaining a reasonable balance in terms of numbers, diversity and competencies of the health workforce requires a thorough understanding of the driving forces and challenges that shape health and education systems as well as labour markets, as depicted in Figure This understanding, however imperfect, can be used as a guide to policies and pos-sible actions related to training and the health workforce AFP 2005 The World health Report 200642the pipeline for recruitmentThe process that leads to health workers entry into the workforce can be seen as one by which individuals progress through educational institutions and graduate with specific skills or degrees that facilitate their recruitment by employers to the health workforce (see Figure ).

4 This pipeline spans primary, secondary and tertiary education institutions and health services facilities that produce a range of work-ers from auxiliaries to technicians and professionals. Along the pipeline, criteria for entry to training institutions, attrition while training, and the markets for recruitment determine how many and what types of individuals move forward to become health workers. A focus on health training institutions and the markets for recruitment yields insights on how to manage entries to the health workforce in line with performance objectives.

5 Figure the mix right: challenges to health workforce productionSource: (1).Drivers influencingworforce compositionHealth needsDemographicsDisease burdenEpidemicsHealth systemsFinancingTechnologyConsumer preferencesContextLabour and educationPublic sector reformsGlobalizationNumbersChallengesPos sible actionsDesired impacton workforce productionLimited shortages- Increase class size- Shorten training timeWidespread shortages- Develop new institutions- Increase regional cooperationAppropriate numbersMaldistribution- Select from underserved areas- Locate training in underserved areasHomogeneity- Outreach to minorities to apply.

6 Retention efforts during trainingEnhanced diversityDiversityMissing- New institutions, cadres- Regional, international networksIneffective- Evaluation and certification- Accreditation, licensureCompetencies ensuredCompetenciesMigrationWork in other sectorsFigure to generate and recruit the health workforcePotential workers- ProfessionalsPoolofeligibles- Technicians- Auxiliaries- Community workersTraining institutions- Primary- Secondary- Tertiary- ProfessionalSelectionAccreditationLicens ing / certification- TechnicalGraduatesRecruitmentHealth workforceAttrition Academic medicine is often defined as a triad of research, clinical service, and medical education.

7 It might also be de-fined as the capacity to study, discover, evaluate, teach, and improve health systems. But many commentators and reports worry that academic medicine is in crisis around the world. The lack of basic infrastructure in lower income countries means that it is floundering, if not absent. Even in high income countries, government investments may be wasted if structural changes, such as creating better and more flexible career paths, are not made. Academic medi-cine seems to be failing to realize its potential and leader-ship responsibility, at a time when the disease burden and poverty are response to these concerns, in 2003 the BMJ, the Lan-cet, and 40 other partners launched the international cam-paign to revitalize Academic medicine (ICRAM), a global initiative to debate the future of academic medicine which focuses on two issues: redefining core values of academic medicine.

8 Even though many institutions state that they promote the goals of scientific excellence, innovation, and patient-oriented care, no consensus on a global vision for aca-demic medicine exists. What impact does introducing commercial activity and corporate models into medical Box Is the future of academic medicine in jeopardy?education have? Most medical students and trainees appear to hold strong views on the importance of val-ues such as altruism, collaboration, and shared learn-ing, and on the role of academic medical institutions to provide ethical a strategy to reform medical training and enhance diversity.

9 Overcoming significant dis-incentives for pursuing a career in academic medi-cine, across regions and settings, is a key point for action. Evidence suggests that even though the intel-lectual rewards are appealing, the lack of pay par-ity with clinical colleagues and the uncertainty of funding for research are major drawbacks. Others include absence of a clear career path, the lack of flexible training opportunities, and insufficient men-toring, which further detract from a supportive work environment. These factors are even more salient for women.

10 Despite the fact that mentoring is associated with career advancement and satisfaction, publica-tion in peer-reviewed journals and success with grant applications, it is almost non-existent in academic medical training. Source: (8). 43preparing the health workforcetrAining: the right institutions to proDuce the right Workers The 20th century produced sweeping changes to the health training institutional landscape. Flexner s seminal report in 1910 instilled a scientific approach to medical education that led to the closure of more than half the medical schools in the United States and strengthened public confidence that all doctors would meet similar stan-dards of knowledge, skills and competencies (2).