Module 01 - Foundations_revised in health
- 1. Foundations of Educating Healthcare Providers
- 2. Objectives Describe the guiding principles of educating healthcare providers Define core competencies and their role in curriculum development and design 2
- 3. Educational Guiding Principles 3 Students Health services communities Curriculum Education improves clinical service Clinical service improves education
- 4. Provider Roles Caregivers Decision-makers Communicators Community leaders Managers 4
- 5. Academic Program Courses designed to support overall program goals and desired core competencies Core competencies reflect national health priorities, professional job responsibilities, community needs 5
- 6. Sample Core Competencies Competency #2: Midwives provide high quality, culturally sensitive health education and services to all in the community in order to promote healthy family life, planned pregnancies and positive parenting. International Confederation of Midwives, 2011 6
- 7. Sample Core Competencies Assumes responsibility for life-long learning and continuing competence, WHPA 2007 The primary health-care team member/s provide high-quality sexually transmitted infection and reproductive tract infection care, WHO, Sexual and Reproductive Health, 2011 7
- 9. Core Competencies Define Education 9 Desired outcomes (students will be able to…) Content Teaching Learning Assessment Evaluation Outcomes based curriculum (defining a curriculum “backwards” – that is, from the starting point of desired outcomes)
- 11. Effective Approaches How can you make education more effective? Provide clear objectives for students Provide opportunities for student to apply critical thinking and receive feedback Create opportunities for students to practice and receive feedback Start with simple concepts and move to complex Maintain student confidence 11
- 12. Summary Effective undergraduate education balances theory and practice. Core competencies determine curriculum Teachers should participate in faculty development programs or continuing education to develop teaching competencies. 12
Editor's Notes
- #3: The education of healthcare providers must: Address the priority health needs and problems within a society, Identify national policies, guidelines, and standards that are relevant to those needs and problems, and Define the expected role of healthcare providers. There should be consistency between the curriculum goals, the health services and communities and students. Education and clinical services should support and inform eachother.
- #4: Health care providers serve in many roles Health professional career: Begins with undergraduate education Continues throughout professional practice Includes inservice training and/or continuing education Providers should be life-long learners
- #5: Refer to figure 1-2 on page 1-6 A series of courses that have both theoretical and practical components and are designed to prepare students as a specific category of healthcare provider. Core competencies are: Aspects of a subject or discipline that are common to all students, essential to practice, and essential to master in order to graduate from an academic program and enter into practice. Each core competency for an academic program may inclue cognitive (knowledge), psychomotor (skills) and affective (values and behaviors) domains.
- #6: Example One: Note that there is knowledge, skill and behavioral components. This is an International example. Note that competencies are very high-level and general..not detailed or specific.
- #7: as ‘’ from WHPA publication in 2007 on health consultant competencies or ‘the primary health-care team member/s provide high-quality sexually transmitted infection and reproductive tract infection care’ from WHO SRH competencies from 2011 or ‘Apply the principles of the cellular and molecular basis of immune and nonimmune host defense mechanisms in health and disease todetermine the etiology of disease, identify preventive measures, and predict response to therapies’ from AAMC in 2009.
- #8: We use the term ‘competency’ with different definitions Animation one: an ability: We often use the word “competent” as a description of ability. ‘we train them to competency’, or ‘you will become competent before you become proficient’ Animation two: we also use the tem “competency” to describe a set of job-related tasks. A “Competency” is something required to perform successfully in your job. Animation three: Competencies consist of a unique blend of knowledge, skills and attitudes. Knowledge, skills and attitudes are referred to as competency domains. To be specific, think about it like this-every competency requires certain skills (psychomotor, clinical decision making, and communication skills), the knowledge needed to perform those skills and the appropriate attitudes to provide quality services.
- #9: Core competencies are defined by asking key questions: What is the job description for the position the student may hold after graduation? What knowledge, skills, and attitudes are experienced health professionals in that cadre applying in the workplace? What are the licensing requirements in the related field?
- #10: There is a continuum, or consistency between the curriculum and teaching and assessment methods The learning experiences used to help the learner master the new content, Resulting in best practices and better patient outcomes.
- #11: Keep the learning environment is realistic, relevant, and one of trust, mutual respect, relative calm, helpfulness, freedom of expression, and acceptance of different opinions and approaches.