Paper Presented at the 2016 APMEC in Singapore
2
SUSTAINABLE GLOBAL DEVELOPMENT OF MEDICAL EDUCATION: A MODEL for ONE TO ONE HUNDRED MEDICAL SCHOOLS AT A TIME.
Prof. David Cawthorpe 1, i Psychiatry/Community Health Sciences, Cumming School Of Medicine, The University Of Calgary, Canada cawthord@ucalgary.ca
1
3
Aim The purpose of this presentation is to summarize the state of global medical education development and present survey results directed at understanding among listed doctoral medical education programs (FAIMER.org), what, if any, provision for global capacity building is an inherent potential of each program. MethodsA survey was constructed to tap into three domains: 1) Enrolment capacity 2) curriculum content 3) presence of a capacity building and sustainability model for participating target institutions. These results are pending. A and B list country criteria: For the current 2016 fiscal year, lowincome economies are defined as those with a GNI per capita, calculated using the World Bank Atlas method, of $1,045 or less in 2014; middle-income economies are those with a GNI per capita of more than $1,045 but less than $12,736; high-income economies are those with a GNI per capita of $12,736 or more. Lower-middle-income and upper-middle-income economies are separated at a GNI per capita of $4,125.
4
By Region Income East Asia and Pacific Europe and Central Asia
Latin America & the Caribbean Middle East and North Africa North America
By By Lending Low-income economies Lower-middleincome economies Upper-middleincome economies High-income economies High-income OECD members
IDA Blend
IBRD
South Asia Sub-Saharan Africa http://data.worldbank.org/about/country-and-lending-groups
5
Typical Conference: LIST A: Australia, Brunei Darussalam, Canada, European Union countries, Hong Kong, Israel, Japan, Liechtenstein, New Zealand, Norway, Singapore, South Korea, Switzerland, Taiwan, USA; LIST B: All countries not listed in List A. All Master and PhD Medical Education Programs listed with FAIMER.ORG were classified according to the criteria above. Additionally, based on one program’s development, using a case study approach, a description of a model strategy (offered currently to two B list countries) supporting equitable development of medical education programs in B list countries is presented.
6
Results Of 20 listed doctoral programs (faimer.org) none were from B list countries. Of 123 listed masters programs, 21% were from B list countries. All doctoral programs included by FAIMER.org came from A list country medical schools. Most A list countries medical colleges and their host universities have an international division often led by a provost and dedicated staff participating and collaborations with projects not always medical education in orientation listed for identified target partner country medical schools (usually B list countries). Few programs identified on their websites formal medical education departments that published full descriptions of their medical education curriculum. One program published a focused scalable model for development of sustainable medical education capacity within the target country medical schools.
7
Conclusion Global health depends on education and where coherently applied has led to sustainable improvements in population health and medical care1
A developmental model of medical education is required that integrates acceptable standards, readily available to all countries. Online programs currently have the capacity to employ rapid growth models for sustainable medical education program development within target institutions. Case descriptions reveal novel and equitable approaches to achievable models of scale. 1https://en.m.wikipedia.org/wiki/Trendalyzer#/media/File:Gapminder_world.png
8
Thank you!
9
i Disclosure – International Graduate Medical Education Shareholder
internationalgme.org