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4 Building a Global Health Workforce
Pages 69-94

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From page 69...
... , provided the background for the session he moderated on building a global health workforce through the One Health framework. He started by describing the origins of the One Health concept that began with Rudolph Virchow who argued in the mid-1800s that no 69
From page 70...
... These demands are driven by social, political, and economic concerns that impact the ecology and are inextricably linked to human and animal health. Fox and his veterinary colleagues realize how important diseases transmitted from animals to humans are: they constitute 60 percent of all known infectious organisms in man and 75 percent of emerging pathogens Genetic Physical and and nvironmental iological actors actors Animals EID Humans Wildlife Social, olitical, Ecological and conomic actors actors Used with permission: Dr.
From page 71...
... . Figure 4-2 is a global map of emerging infections.
From page 72...
... Giardiasis 500,000    Low Hepatitis A 1,500,00      -- Intestinal helminths 1333,000,000 9,400 Malaria 396,000,000 1,300,000 Schistosomiasis 160,000,000 >10,000 Trachoma 500,000,000      -- Typhoid 500,000 25,000 SOURCE: Colwell, 2015, courtesy of Rita Colwell, University of Maryland, College Park, and Antar Jutla, West Virginia University.
From page 73...
... rium Vibrio cholerae is part of the natural flora of the environment. They then developed a model using changes in air temperature and rainfall, to predict cholera outbreaks in such places as Bangladesh, Haiti, and India where there is either a poor or a damaged infrastructure for delivering water and handling sanitation (see Figure 4-3)
From page 74...
... , Colwell undertook a 3-year study in 50 villages involving 150,000 Indian villagers. To reach the populations, Colwell set up health care extension agents, much like the agricultural extension agents; these were women who taught others how to take a square of used old sari cloth, fold it four to eight times, and then place it over the carafe where they collect water for their family for the day, and pour the water through the filter.
From page 75...
... . He is also Associate Director for the One Health, Global Health Institute, which is why he was asked to speak about public health and global health as opportunities for cross-disciplinary health professional education.
From page 76...
... Olsen believes that competencies for interprofessional education, global health, and One Health could be drivers of collaborative educational models. Olsen closed with an apt quote from Ren Wang, who is the Assistant Director General for the Agriculture and Consumer Protection Department of the Food and Agriculture Organization of the United Nations (FAO)
From page 77...
... She is a cofounder of the One Health Initiative that serves as a global repository for all news and information pertaining to One Health.1 In her presentation at the workshop, Kahn provided a public health perspective on building a global health workforce through a One Health framework that recognizes human health, animal health, and ecosystem health as inextricably linked. Kahn started by listing traditional subjects taught in schools of public health that do not address the challenges faced by 21st-century societies (see Box 4-1)
From page 78...
... As such, the curriculum needs to change and Kahn proposed how she would redesign it. Her curricula would set up professional education and training using a One Health framework.
From page 79...
... The educational lens would be on local, regional, national, and international teams because that is what will be needed in a global workforce to be able to assess and address health situations in any and all contexts. BOX 4-2 Core Competencies for Public Health Professionals • Analytic and assessment • Policy development and program planning • Communication • Cultural competency • Community dimensions of practice • Public health sciences • Financial planning and management • Leadership and systems thinking SOURCE: Council on Linkages Between Academia and Public Health Practice, 2014, as presented by Kahn on April 24, 2015.
From page 80...
... Mancini of the Society for Simulation in Healthcare, the purpose of the workshop was to explore the implications that shifts in health, policy, and the health care industry could have on health professional education and workforce learning; to identify learning platforms that could facilitate effective knowledge transfer with improved quality and efficiency; and to discuss opportunities for building a global health workforce that understands the role of culture and health literacy in perceptions and approaches to health and disease. These three areas were converted into questions that were examined in greater depth through breakout groups.
From page 81...
... and Affiliates. What Are the Implications That Shifts in Health, Policy, and the Health Care Industry Will Have on Health Professional Education and Workforce Learning?
From page 82...
... It might also involve public–private partnerships and leveraging the health care industry to facilitate education of health professionals. Cain also brought up fiscal constraints that could impede some of her proposed ideas.
From page 83...
... It explored the rapidly growing market of for- and not-for-profit companies like the Kahn Academy, TedEd, and Udacity that offer online educational opportunities. These entrepreneurial companies are moving into the future by providing badges, certificates, and common learning platforms that take into consideration cost and realities of student debt.
From page 84...
... Adaptive learning would be guided and provided at the exact moment it is required by the learner. There would also be the potential for increased virtual connections both globally and locally, that could include learning communities.
From page 85...
... that created a demand for a change in the health workforce. Other opportunities Pleasant mentioned include • Scaling-up successful community-based, health professional educa tion activities and programs • Starting early, before schooling begins, and reinforcing throughout a child's education in order to create a health literate society that can make informed lifestyle and other health-related choices • Reaching families with health messages through children and women • Including foundation workers (community health workers, teach ers, etc.)
From page 86...
... More challenges Pleasant reported involved: • Prioritizing curricular issues to avoid curricular obesity • Changing paradigms of health professional education • Entrenched special interests • Outliers in education, research, and health professions Trying to cram too many educational topics into a single semester was coined curricular obesity and described as something to avoid, but avoiding this brings up the inevitable challenge of prioritization. What topics should go first, which courses should be dropped from the curriculum, and which ones should be redesigned?
From page 87...
... Outcomes Taking into consideration all the previously mentioned challenges and the opportunities, Pleasant described what a culturally aware global health workforce would look like. In essence, it would create a culture of service learning and caring.
From page 88...
... And while Cox noted that each person or profession may have a particular way of expressing this sentiment, the fundamental essence BOX 4-3 Automated Intelligent Mentoring System (AIMS) : Applying Game Technology to Advance Medical Educationa AIMS came out of a dilemma that Geoffrey Miller and Andrew Cross identified, which is for learners to acquire the requisite abilities to perform clinical procedural skills and achieve competence and mastery, they need opportunities for deliber ate and repetitive practice.
From page 89...
... In it, speakers offered examples of health literacy within health professional curricula before Pleasant provided two questions for each table to discuss. These questions encouraged global thinking about the future health workforce and how health literacy concepts might be integrated into health professional education to improve communication in a globalized world.
From page 90...
... • There are many ways of addressing the social determinants that are and could be platforms for health professional education. This was an underlying message in the presentations of Kaufman, Campos, and Pleasant.
From page 91...
... Cox finished his remarks by bundling all he had heard and the lessons he took away into a productive action-oriented package. It occurred to him when listening to the health literacy examples that maybe there is a larger construct for organizing health professional education rather than simply trying to fit ever more topics into an already constrained curriculum.
From page 92...
... 2015. A global health workforce through a One Health framework: A public health perspective.
From page 93...
... Geneva, Switzerland: WHO. WHO and GHWA (Global Health Workforce Alliance)


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