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Health Professionals for a New Century TRANSFORMING EDUCATION TO STRENGTHEN HEALTH SYSTEMS IN AN INTERDEPENDENT WORLD
November 30 - December 1, 2010
LAUNCH OF THE REPORT OF THE COMMISSION ON EDUCATION OF HEALTH PROFESSIONALS FOR THE 21ST CENTURY
TRANSFORMING EDUCATION TO STRENGTHEN HEALTH SYSTEMS IN AN INTERDEPENDENT WORLD
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Welcome
Julio Frenk
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ne hundred years ago a series of reports transformed the education of health professionals. Starting with the Flexner Report in 1910, these reports sparked an enormous burst of energy that harnessed the power of science to revamp and improve higher education in the health field. As we close a year of centennial celebrations of the Flexner Report, we recommend what we hope is a new generation of reforms to meet the demands of an interdependent world. Building on a rich legacy, we launch our report— “Health Professionals for a New Century: Transforming Education for Health Systems in an Interdependent World”—published in The Lancet. In the course of this year, there have been many other inspirational reports and valuable discussions about the need for a new wave of reform. To these we add our voice—more global in nature and inter-professional. We also take a systems approach to analyzing the entire health and education enterprise, rather than focusing on single institutions. Our Commission on the Education of Health Professionals for the 21st Century comprises illustrious educational leaders from diverse countries, who worked diligently over the past year to articulate a vision and recommend actions. The idea came from a series of conversations with Lincoln Chen, my co-chair for the Commission, Harvey Fineberg, from the Institute of Medicine, and Jaime Sepulveda and Kathy Cahill from the Bill & Melinda Gates Foundation. In addition to commissioners and the members of the several advisory groups, I would like to thank the President of Global Health at Gates, Tachi Yamada, and from the Rockefeller Foundation, Judith Rodin and Ariel Pablos-Méndez. Without them and our other sponsors, the China Medical Board and The Lancet, this ambitious undertaking would not have been possible. What really made the reports of the early 20th century so important, of course, was the follow-up on their recommendations. We hope that this symposium and your contributions in the panel discussions will generate sustained follow-up to further refine and implement our recommendations in multiple sites around the world. A strong image in our report is the idea of three generations of reform. Just like human generations with grandparents, parents and children, we take valuable elements from each generation and build on their legacies. This report focuses on change, but also continuity, as we chart a new direction based on the interdependence of nations and the power of transformative learning.
Julio Frenk, MD, MPH, PhD Launch Co-Chair; Commission Co-Chair Dean of the Faculty, Harvard School of Public Health T & G Angelopoulos Professor of Public Health and International Development, Harvard School of Public Health and Harvard Kennedy School
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Welcome
Lincoln Chen
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hen co-chair, Julio Frenk, originated the idea of a “Flexner-21,” on the centennial year of the 1910 Flexner Report, I had mixed reactions. On the one hand, a revisit in today’s context was timely and necessary given the transformative impact of the original Report. On the other hand, the challenge was truly daunting, and I had personally mixed feelings about both the positive and negative aspects of the Flexnerian revolution. Flexner rode on the wave of the discovery of the germ theory that catalyzed the explosive growth of the modern medical sciences. What characterizes the major forces of our era? The China Medical Board had a special stake in a new Flexner-21. Established in 1914, the CMB was the second major program of the newly-created Rockefeller Foundation, which over several decades invested in the “Flexner model” around the world, especially in China. The Flexner brothers, Abraham and Simon, were key Board members of the Rockefeller philanthropies, and CMB was launched to create the Peking Union Medical College in China. To this day, the PUMC has followed a Flexnerian curriculum of eight years of post-high school professional education in China—outlasting the Japanese invasion, World War II, Mao’s revolution, and the recent economic resurgence. Moreover, a Commission to revisit Flexner would help inform CMB’s work for its second century. This time, however, the research, consultation, visits, and development would be conducted by a remarkably talented group of 20 Commissioners backed by the willingness of The Lancet to consider publication of the Report after peer review. Constrained by time and budget, this Commission’s journey has been extraordinarily rich. Our reward is the quality of the collective interactions for achieving our aspiration, not necessarily for wholesale adoption of our Report recommendations, but most importantly for sparking dialogue and debate over a new century of reforms matched to our times.
Lincoln Chen, MD Launch Co-Chair; Commission Co-Chair President, China Medical Board
TRANSFORMING EDUCATION TO STRENGTHEN HEALTH SYSTEMS IN AN INTERDEPENDENT WORLD
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Welcome
Richard Horton
For most health workers in high-income countries, we have likely taken our professional education for granted. I certainly did. Whether it was a nursing or medical school, or a school of public health, we may have seen our time there as little more than a routine stepping stone to what really mattered—practice. I now see the mistake I made in not taking the kind of education I received more seriously. Worse, until I began taking part in the work of this Commission, I had not fully appreciated the central importance of the health professional education system to the overall goals of the health system. The Commission report we have the privilege of publishing today—the first of its kind in my generation—attempts to correct that systemic neglect. The Millennium Development Goals (MDGs) have been an astonishingly powerful instrument to set a political, technical, and even moral course towards a fairer world. Quite rightly, they have tried to make connections—between poverty and gender, governance and the environment, and education and health. But one inadvertent adverse effect of the MDGs is that the place of tertiary education has been forgotten. While primary and secondary education have rightly been given a critical place in our understanding of human development, professional education has been erased from the development agenda. In retrospect, this was a grave error. In some countries, the government education budget has focused on primary and secondary education, taking money away from higher education. This policy may have hastened outward migration and slowed the development of those health professions crucial to resolving the health predicaments of the country. No single Commission report can, on its own, reverse decades of neglect. But it can act as a catalyst to accelerate our understanding of the needs of nations facing multiple disease emergencies. My hope is that this Commission, so ably chaired by Julio Frenk and Lincoln Chen, can begin that process. It will be our shared responsibility to ensure that their call to action is heeded.
Richard Horton, MD Launch Co-Chair; Commissioner Editor-in-Chief, The Lancet
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Health Professionals for a New Century TRANSFORMING EDUCATION TO STRENGTHEN HEALTH SYSTEMS IN AN INTERDEPENDENT WORLD
Hosts: Harvard School of Public Health, China Medical Board, and The Lancet with support from The Bill & Melinda Gates Foundation, The Rockefeller Foundation, and China Medical Board Joseph B. Martin Conference Center at Harvard Medical School 77 Avenue Louis Pasteur, Boston, MA 02115 November 30, 2010: 8:30 AM–8:00 PM and December 1, 2010: 8:15 AM–1:00 PM The Commission Report, “Health Professionals for a New Century,” will be published by The Lancet at the end of November 2010. To mark its public release on the centenary of the 1910 Flexner Report, the Commission Report will constitute the focus of a Launch celebration hosted by the Harvard School of Public Health. The purpose of the event, consisting of four interactive panels, is to promote discussion, exchange, and even debate about the Commission’s findings and recommendations. The full Commission Report and its Executive Summary will be made available to all Launch participants. The Report adopts a global perspective on the education for the major health professions following a systems framework that considers the education and health sectors focusing on institutional and instructional reforms. The Report concludes by recommending adoption of a third generation of systems-based reforms of instruction and education, based on transformative learning and interdependence in education for advancing equity in health around the world. Biographical information about the Commissioners, Speakers and Panelists may be found in the back section of this booklet.
DAY ONE AGENDA, November 30 Registration and light breakfast 8:30–9:00 a.m., Ground Floor Lobby Welcome Remarks 9:00–9:45 a.m., Auditorium Speakers:
Provost Steven Hyman, Harvard University Dean Jeffrey Flier, Harvard Medical School Dr. Margaret Chan, World Health Organization (video message) Ms. Irina Bokova, UNESCO (video message) Ms. Cheryl Scott, The Bill & Melinda Gates Foundation Dr. Ariel Pablos-Méndez, The Rockefeller Foundation
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Conference Agenda
Report Presentation 9:45–11:00 a.m., Auditorium Speakers:
Dr. Richard Horton, The Lancet Dr. Lincoln Chen, China Medical Board Dean Julio Frenk, Harvard School of Public Health
Break 11:00–11:30 a.m. Discussion 11:30 a.m.–12:30 p.m., Auditorium Lunch 12:30–1:30 p.m., Ground Floor Lobby and 1st Floor Lounge
Panel 1 – Transforming the Learning Process 1:30–3:00 p.m., Auditorium Transformative learning is the highest of three successive levels, moving from informative to formative to transformative learning. Informative learning is about acquiring knowledge and skills; its purpose is to produce experts. Formative learning is about socializing students around values; its purpose is to produce professionals. Transformative learning is about developing leadership attributes; its purpose is to produce enlightened change agents. Effective education builds each level upon the previous one. Chair: Panelists:
Dr. David Naylor, University of Toronto Dean David Serwadda, Makerere University of Public Health Dean Afaf Meleis, University of Pennsylvania School of Nursing Dr. Joseph Kolars, University of Michigan
Break 3:00–3:30 p.m. Panel 2 – Reforming Educational Institutions 3:30–5:00 p.m., Auditorium Interdependence is a key element in a systems approach as it underscores the ways in which various components interact with each other. As a desirable outcome, interdependence in education also involves three fundamental shifts: from isolated to harmonized education and health systems; from stand-alone institutions to networks, alliances, and consortia; and from inward-looking institutional pre-occupations to harnessing global flows of educational content, pedagogical resources, and innovations.
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Chair: Panelists:
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Dr. Huda Zurayk, University of Beirut Dr. Jordan Cohen, George Washington University Dr. Jane Henney, University of Cincinatti College of Medicine Dr. Susan Scrimshaw, The Sage Colleges
Reception 5:00–6:00 p.m., Ground Floor Lobby Celebratory Dinner 6:00–8:00 p.m., Elements, 2nd floor Speaker:
Dr. Samuel Thier, Harvard Medical School, Partners Healthcare
DAY TWO AGENDA, December 1 Light Breakfast, Registration* 8:15–8:45 a.m., Ground Floor Lobby Panel 3 – Local Adaptability in a Global World 8:45–10:15 a.m., Auditorium For these educational reforms to help achieve equity in health, a series of enabling actions will be required: First, broad engagement of leaders at all levels—local, national, and global—will be critical to achieve the proposed reforms and outcomes. Leadership must come from within the academic and professional communities, but it must be backed by political leaders in government and society. Second, current funding shortfalls must be overcome with a substantial expansion of investments in health professional education from all sources: public, private, development aid, and foundations. Third, stewardship mechanisms, including socially-accountable accreditation, should be strengthened to assure optimal results for any given level of funding. Lastly, there is the strengthening of shared learning supported by metrics, evaluation, and research to build the knowledge base about which innovations work under certain circumstances. Chair: Panelists:
Lord Nigel Crisp, House of Lords Dr. Timothy Evans, World Health Organization Dr. Patricia Garcia, Cayetano Heredia University, Peru Dr. Barry Kistnasamy, National Institute for Occupational Health
Break 10:15–10:45 a.m.
* Registration required only for those unable to attend on November 30.
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Conference Agenda
Panel 4 – Strategies for Dissemination 10:45 a.m.–12:30 p.m., Auditorium Health professionals have made enormous contributions to health and development over the last century, but complacency will only perpetuate the ineffective application of 20th century educational strategies unfit to tackle 21st century challenges. Therefore, we call for a global social movement involving all stakeholders—educators, students and young health workers, professional bodies, universities, non-governmental organizations, international agencies, donors, and foundations— that can propel action on this vision and these recommendations to promote a new century of transformative professional education. The result will be more equitable and better performing health systems with consequent benefits for patients and populations everywhere in our interdependent world. Chair: Panelists:
Dr. Harvey Fineberg, US Institute of Medicine Dr. Manuel Dayrit, World Health Organization Dr. George Thibault, Josiah Macy, Jr. Foundation Dr. Sigrun Møgedal, Global Health Workforce Alliance, UNAIDS Dr. Roger Glass, NIH Fogarty Center Dr. Ariel Pablos-Méndez, The Rockefeller Foundation
Follow-up and Closing Remarks 12:30–1:00 p.m., Auditorium Speakers:
Dean Julio Frenk, Harvard School of Public Health Dr. Lincoln Chen, China Medical Board
Panelists and Agenda reflected as of November 12, 2010.
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Organizers
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Supporters
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Executive Summary
TRANSFORMATIVE LEARNING FOR A NEW CENTURY: INTERDEPENDENCE IN THE EDUCATION OF HEALTH PROFESSIONALS
New Contexts – New Challenges Health is all about people. Beyond the glittering surface of modern technology, the core space of every health system is occupied by the unique encounter between one set of people who need services and another who have been entrusted to deliver those services. That trust is earned through a special blend of technical competence and service orientation, steered by ethical commitment and social accountability, which forms the core of professional work. Developing such a blend requires a prolonged period of education and a substantial investment on the part of both student and society. Through a chain of events flowing from effective learning to high-quality services to improved health, professional education at its best makes an essential contribution to the well-being of individuals, families, and communities. Yet, the context of and demands on the education of health professionals are rapidly changing across time and space. Looking backward, dramatic educational reforms one century ago helped to spark unprecedented health gains around the world. Good health, after all, is knowledge-based and sociallydriven. The health professional plays a critical mediating role as “knowledge broker,” linking people to technology and information; as service provider and care-giver; as communicator and educator; and as team
HEALTH PROFESSIONALS FOR A NEW CENTURY
member, manager, leader, and policy-maker. As such, the health worker is the human face of the health system. But not all is well. By the opening of the 21st century, glaring gaps and striking inequities in health have been exposed, both within and across countries. For those left behind, the dramatic advances in health and health care in richer countries are simply an indictment of our collective failure to ensure the equitable sharing of good health in a polarized world. At the same time, the health security of all is being challenged by new infectious, environmental, and behavioral threats superimposed upon rapid epidemiologic and demographic transitions. Health systems are struggling to keep up as they become more complex and costly, placing fresh demands on health workers. Growing global interdependence has intensified these health challenges by accelerating the flow of diseases, technology, knowledge, financing, trade in health-related services, and international migration of professionals and patients. Professional education has not been immune from these dynamics. Indeed, there is a slowburning crisis in the mismatch between professional competencies and patient and population priorities due to narrowlyconceived, out-dated and static curricula producing ill-equipped graduates from underfinanced institutions. Complacency will
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the future will be shaped by adaptation of core perpetuate the inflexible application of 20th competencies to specific contexts drawing upon century educational strategies to tackle 21st the power of global flows of knowledge. Our century challenges. The failings are systemic— vision is global not parochial; multi-professional professionals unable to keep pace, becoming not confined to a single group; committed to mere technology managers, and exacerbating building sound evidence; encompassing both protracted problems such as a reluctance to individual and population-based approaches; serve marginalized rural communities. Several and focused on instructional and institutional well-meaning recent efforts have attempted to reforms. address these fractures, but they have mostly We believe that all health professionals in all floundered for several reasons including the countries should be educated to lead in the rigidity and “tribalism” that afflict the health capacity to mobilize knowledge, as well as in professions. What is clearly needed is a full and authoritative re-examination of the What is clearly needed is a full and authoritative health professional education system that matches the ambitions of reforms re-examination of the health professional a century ago. Review and re-design education system that matches the ambitions of are especially timely not only because of changing contexts but also because reforms a century ago. of fresh opportunities ushered in by global interdependence and the shared critical reasoning and ethical conduct, so they aspiration of the universal right to health. can participate in patient- and populationcentered health systems as members of locally The Commission responsive and globally connected teams. The These are the reasons why our Commission has ultimate purpose is to deliver high-quality embraced the mission of advancing health, both comprehensive services for advancing the individual and population-based, through universal right to the highest attainable landscaping instructional and institutional standard of health. This vision is guided by two innovations in professional education to prepare notions: the next generation for addressing new health challenges. We, the Commissioners, are Transformative learning captures the imperative professional leaders from diverse countries who of generating purposeful change of: (i) students have worked to develop a common approach to through the learning process; (ii) classroom-topost-secondary education beyond the confines practice learning continuum; (iii) educational of national borders and the silos of individual institutions through reform; and (iv) social professions. We adopted an inclusive approach reality through the action of competent and to the health professions, but due to data and committed professionals. time limitations, we concentrated on medicine, nursing-midwifery, and public health. Interdependence in professional education We call for a new era of professional education underscores interactions that harmonize six key that advances transformative learning and linkages among: (i) the local and global spheres harnesses the power of interdependence in of action; (ii) the health and education systems; education. Just as reforms in the early 20th (iii) health professionals and the people they century rode on the wave of the germ theory serve; (iv) all members of the health workforce and the establishment of modern medical for inter- and trans-professional collaboration; sciences, so too our Commission believes that (v) competencies shaped by context; and (vi) teachers and learners together.
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Executive Summary
Framework and Findings We employ a systems approach to bring together the spheres of education and health, and we open the “black box” of the educational system to examine both instructional and institutional design. Our framework is centered on people as co-producers and as drivers of needs and demands in both education and health. Interacting through the labor market, the provision of educational services generates the supply of an educated workforce to meet the demand for professionals to work in the health system. To impact on health outcomes, the professional education subsystem must
commissions, and committees in several countries have underscored global workforce shortages, biased skill mix, mal-distribution within and across countries, and misalignment of competencies to health priorities. We analyzed the instructional process in a comprehensive manner, from admissions through graduation into professional careers. Overall, we concluded that instructional innovation, global in scope, is proceeding, albeit unevenly and slowly. Although some experience has been accumulated, the field still mostly lacks hard evidence. Recent reform movements offer a base to build on—from the mobilization of an appropriate workforce to a re-focus on We call for a new era of professional education that competencies driving curriculum advances transformative learning and harnesses development for team work strengthened by IT—all with the the power of interdependence in education. purpose of aligning education to health goals across national borders and individual professions in all design instructional and institutional strategies. countries. Instructional innovations. A total of 75 cases Institutional landscaping was undertaken where were identified through a systematic search. data permitted in medicine, nursing, and public For illustrative purposes, 25 are mapped health. Altogether, we tabulated 2,420 medical highlighting the participation of all world schools and 467 schools or departments of regions and all major professions. public health and a global output of about one Innovations were classified into three million newly trained doctors, nurses-midwives, generations of reform. Educational reforms in and public health professionals each year. the 20th century share roots going back to social Educational institutions are highly and scientific developments in the 19th century. differentiated and severely mal-distributed. The first generation was sparked by three Average class size, for example, varied between seminal reports—Flexner (1910), Welch-Rose 100 students in India to 1,000 in China. Four (1915), and Goldmark (1923)—which integrated countries—China, India, Brazil, and USA—each modern sciences into university-based schools having more than 150 medical schools, of medicine, public health, and nursing, constituted 35% of the global total. Thirty-six respectively. The second phase, around midcountries had no medical schools, and 26 20th century and included problem-based countries in sub-Saharan Africa have one or no learning and integrated curricula accompanied schools. Medical school density per capita by growth of hospitals as academic centers. The demonstrated robustness in Latin America, more recent third generation has emphasized Western Europe, North Africa/Middle East and patient and population centeredness, Australia, but sparseness in sub-Saharan Africa competency-driven curricula, inter-professional and parts of Southeast Asia. Not surprisingly, and team-based education, IT-empowered medical school numbers did not align well with learning, and leadership skills. Despite these either country population size or national reforms, dozens of recent reports, task forces, burden of disease.
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Total expenditures in health professional education were estimated at around $100 billion ($43.6 billion for medicine, $24.7 billion for nursing, and the remainder assumed for other health professionals). The average cost per medical graduate was $113,000 and per nursing graduate $46,000. Unit costs were highest in North America and lowest in China. Noteworthy were the small share of student tuition fees to school revenue and the recent explosive growth of private schools in countries such as Brazil and India. Accreditation is a key stewardship function but is unevenly practiced around the world. The challenge is to balance local practice with global standards in aligning its purposes with health and societal goals. Skill mix and labor markets underscore how poorer countries must harmonize professional with basic health workers to form effective teams and how richer countries must introduce global perspectives into their domestic programs, while paying attention to the education of up to one-quarter of their professional workforce which is imported after overseas training. Interdependence creates both the need and the potential for an expansion of collaboration through global networks and consortia that will harness resources and enhance shared learning across countries. Overall, there is a severe global shortage of institutions devoted to health professional education, exacerbated by marked maldistribution both across and within countries. Financing is very weak for professional education and funding for R&D is inferred to be exceptionally low. The explosive growth of private schools, as in Brazil and India, poses the challenge of a “de-Flexnerization” process with the multiplication of low quality proprietary schools of the type that were closed a century ago.
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Reforms for the 21st Century All peoples are tied together in an increasingly interdependent global health space. While each country must address national problems through building its own workforce, there is a global pool of talent. Cross-border flows of professionals, patients, and services are growing and impacting on educational content, channels, and competencies in all countries. Each profession may have a distinctive set of skills, but there is the imperative for bringing such expertise together into teams for effective patient-centered and population-based health work in diverse and rapidly changing contexts. Like porous borders, the walls between functional competencies by professions are not airtight but assume various shades of grey where “task-shifting” and “task-sharing” are crafted to produce practical health outputs that would not be possible with impermeable professional silos. We call for a new era of professional education that advances transformative learning and harnesses the power of interdependence in education. Our two guiding notions lead to specific reforms and actions. Instructional reforms – should be driven by a competency-based approach crafting curriculum and learning channels as instruments to match local conditions while harnessing global resources; the set of competencies that define distinctive professions should be constantly reviewed and re-aligned to reflect changing contexts. Institutional reforms – are urgently needed to strengthen weak stewardship of organizations and systems through joint education-health sector planning, expanding academic systems into clinics and communities locally and globally, developing collaborative networks for mutual strengthening, and promoting the culture of critical inquiry and public reasoning.
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Executive Summary
Enabling Actions – are critical for overcoming barriers to reform. We propose immediate and longer-term actions to: Mobilize leadership in the academic and professional communities backed by political leaders in government and civil society, specifically philanthropic leadership which catalyzed reforms one century ago and has the opportunity to do so again; ministerial summits sponsored by WHO and UNESCO; and national academic forums engaging all stakeholders.
Strengthen global learning systems that are weak because the funding for R&D in this field is shockingly meager. Overcoming lethargy and low vitality could be addressed by metrics, evaluation, and research to build a knowledge base for continuous improvement. At this critical time upon the centenary of major reforms, we invite all concerned stakeholders to join us in much needed rethinking for transforming professional education in the 21st century. Health professionals have made huge contributions to health and happiness over the last century, but we cannot fight 21st Effective implementation will require a global century health battles with outsocial movement engaging all stakeholders as part dated, inappropriate, or inadequate of a concerted effort to strengthen health systems. competencies. The extraordinary pace of global change is stretching the core competencies of all the health professions. That is why we call for this Enhance investments, which now approximate new round of more agile and rapid adaptation $100 billion annually for professional education of competencies based on trans-national, multiin a $5.5 trillion global healthcare industry. professional, and long-term perspectives to Only 2% of expenditure devoted to human serve the needs of individuals and populations. capability enhancement for a labor- and talentUltimately, however, reform must begin with a intensive industry is plainly insufficient, change in the mindset that acknowledges imbalanced, and unwise. Given this huge gap, problems and seeks to solve them. Effective every country and agency should consider implementation will require a global social doubling its investments over the next five movement engaging all stakeholders as part of years. Public financing should seek to align a concerted effort to strengthen health systems. competencies and skill mix, while reducing The result would be an enlightened new waste and re-structuring incentives for professionalism that can lead to better services performance; donor funding must be sharply and consequent improvements in the health of increased; and private financing should be patients and populations. In this way, enhanced but guided by policies to optimize professional education would become a crucial health while minimizing the hazards of component in the shared effort to address the unregulated, un-accredited, and low quality daunting health challenges of our times, and schools. the world would move closer to a new era of Align accreditation with societal health goals passionate, participatory, and people-centered through engaging relevant stakeholders in action to progressively realize the right to the setting objectives, criteria, assessment, and highest attainable standard of health for all. tracking of accreditation processes at both the national and global levels.
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Launch Co-Chair Biographies
Julio Frenk, MD, MPH, PhD, is Dean and T & G Angelopoulos Professor of Public Health and International Development at the Harvard School of Public Health, appointed in January 2009. Dr. Frenk was the Minister of Health of Mexico from 2000 to 2006, where he pursued an ambitious agenda to reform the nation’s health system, with an emphasis on redressing inequities, improving health, and extending financial protection. He is perhaps best known for his work in introducing a program of comprehensive national health insurance, known as Seguro Popular, which expanded access to health care for tens of millions of previously uninsured Mexicans. Dr. Frenk was also the founding Director-General of the National Institute of Public Health in Mexico. From 1998-2000, he was Executive Director in charge of Evidence and Information for Policy for the World Health Organization. Most recently, he was a Senior Fellow in the global health program of the Bill & Melinda Gates Foundation and President of the Carso Health Institute in Mexico City. Dr. Frenk holds a medical degree from the National Autonomous University of Mexico, as well as three advanced degrees from the University of Michigan: master of public health, master of arts in sociology, and a PhD in medical organization and sociology. In 2008, he received the Clinton Global Citizen Award for changing “the way practitioners and policy makers across the world think about health.” Co-Chair, Commissioner on the Education of Health Professionals for the 21st Century
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Lincoln Chen, MD, MPH, is President of the China Medical Board (CMB), an independent American foundation endowed by John D. Rockefeller to advance health in China and Asia by strengthening medical education, research and policies. Dr. Chen was the Founding Director of the Harvard Global Equity Initiative (2001-2006) and from 1987-1996, the Taro Takemi Professor of International Health and Director of the University-wide Harvard Center for Population and Development Studies. From 1997-2001, he was Executive Vice-President of the Rockefeller Foundation, and earlier for 14 years, represented the Ford Foundation in India and Bangladesh. Dr. Chen serves on the board of many organizations, including BRAC USA, FXB Center on Health and Human Rights at Harvard, Social Science Research Council, the Institute of Metrics and Evaluation at the University of Washington, and the Public Health Foundation of India. He graduated from Princeton University (BA), Harvard Medical School (MD), and the Johns Hopkins School of Hygiene and Public Health (MPH). Co-Chair, Commissioner on the Education of Health Professionals for the 21st Century
Richard Horton, FRCP, FMedSci, is Editor-in-Chief of The Lancet. He was born in London and is half Norwegian. He qualified in physiology and medicine from the University of Birmingham in 1986. He joined The Lancet in 1990, moving to New York as North American Editor in 1993. Dr. Horton was the first President of the World Association of Medical Editors and is a Past-President of the US Council of Science Editors. He is an honorary professor at the London School of Hygiene and Tropical Medicine, University College London, and the University of
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Commissioner Biographies
Edinburgh. He is a Council member of the UK’s Academy of Medical Sciences and the University of Birmingham, and he chairs the Board of the Health Metrics Network. He has a strong interest in issues of global health and medicine’s contribution to wider culture. Commissioner on the Education of Health Professionals for the 21st Century
Commissioners: Zulfiqar A. Bhutta, MB, BS, PhD, is Husein Laljee Dewraj Professor and head of the newly created Division of Maternal and Child Health of the Aga Khan University Medical Center in Karachi, Pakistan. He also holds adjunct professorships in International Health & Family and Community Medicine in the departments of International Health at Boston University and Tufts University. He was designated a Distinguished National Professor of the Government of Pakistan in 2007. Dr. Bhutta heads a large research team working on issues of maternal, newborn and child survival and nutrition globally and regionally. He is a past member of the World Health Organization Advisory Committee for Health Research, the Foundation Council of the Global Forum for Health Research, and the executive committee of the International Paediatric Association. He is CoChair of the Countdown to 2015 initiative and a board member of the Global Partnership for Maternal, Newborn and Child Health. He is currently the Chair of the Health Sciences Group of the Biotechnology Commission of Pakistan, a member of the WHO Strategic Advisory Committee for Vaccines, the Advisory Committee for Health Research of WHO EMRO, and its apex Regional Consultative Committee. Dr. Bhutta has won several awards, including the Tamgha-i-Imtiaz (Medal of Excellence) by the President of Pakistan (2000)
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and the inaugural award (2009) of the Program for Global Pediatric Research for outstanding contributions to Global Child Health and Research. Jordan J. Cohen, MD, is currently Professor of Medicine and Public Health at George Washington University and President Emeritus of the Association of American Medical Colleges (AAMC). During his 12 years as the AAMC President (1994-2006), Dr. Cohen launched new initiatives for improving medical education and clinical care in each of the association's mission areas of education, research and patient care. Prior to that, Dr. Cohen spent 40 years in academic medicine at some of the nation's most prestigious institutions. He was Dean of the medical school and Professor of Medicine at the State University of New York at Stony Brook and President of the medical staff at University Hospital. Prior to that, he was Professor and Associate Chairman of Medicine at the University of Chicago-Pritzker School of Medicine, and Physician-in-chief and Chairman of the Department of Medicine at the Michael Reese Hospital and Medical Center. He has also held medical faculty positions at Harvard, Brown, and Tufts universities. He is a former chair of the American Board of Internal Medicine and of the Accreditation Council for Graduate Medical Education, and served as President of the Association of Program Directors of Internal Medicine. Dr. Cohen is a graduate of Yale University and Harvard Medical School and completed postgraduate training in internal medicine on the Harvard service at the Boston City Hospital and a fellowship in nephrology at the Tufts-New England Medical Center.
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Nigel Crisp, KCB, is an independent crossbench member of the House of Lords and works mainly on international development and global health. From 2000 to 2006, he was both Chief Executive of the NHS, the largest health organization in the world, and Permanent Secretary of the UK Department of Health, and led major reforms in the English health system. His new book Turning the world upside down - the search for global health in the 21st Century takes further the ideas about mutual learning between rich and poor countries that he developed in his 2007 report for the Prime Minister—Global Health Partnerships: the UK contribution to health in developing countries. He has a particular interest in human resources and global partnerships. In 2007 he co-chaired an international Task Force on increasing the education and training of health workers globally and subsequently founded the Zambia UK Health Workforce Alliance in 2009 in order to implement some of the Task Force recommendations. He is a member of the Health Worker Migratory Advisory Council and a Champion Advocate for the Global Health Workforce Alliance. Nigel Crisp chairs Sightsavers International, is a Senior Fellow at the Institute for Healthcare Improvement, a Distinguished Visiting Fellow at the Harvard School of Public Health, and an Honorary Professor at the London School of Hygiene and Tropical Medicine. Timothy Evans, MD, DPhil, of Canada, is currently the Assistant Director-General for Information, Evidence and Research at the World Health Organization. From 2003 to 2007, he served as the Assistant Director-General for Evidence and Information for Policy. From 1997 to 2003, Dr. Evans was Director of Health Equity at the Rockefeller Foundation. He has a Bachelor of Social Sciences from the University of Ottawa, a DPhil in Agricultural Economics from the
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University of Oxford, as well as a Doctor of Medicine from McMaster University in Canada. He trained in internal medicine at the Brigham and Women’s Hospital at Harvard University and was an assistant professor of international health economics at the Harvard School of Public Health. Harvey V. Fineberg, MD, PhD, is President of the Institute of Medicine. He previously served Harvard University as Provost and 13 years as Dean of the School of Public Health. He helped found and served as President of the Society for Medical Decision Making and is a consultant to the World Health Organization. His research has included assessment of medical technology, evaluation of vaccines, and dissemination of medical innovations. At the Institute of Medicine, he has chaired and served on a number of panels dealing with health policy issues, ranging from AIDS to new medical technology. He also served as a member of the Public Health Council of Massachusetts (1976-1979), as Chairman of the Health Care Technology Study Section of the National Center for Health Services Research (1982-1985), and as President of the Association of Schools of Public Health (1995-1996). He is the author or co-author of numerous books and articles on subjects ranging from AIDS prevention to medical education. Dr. Fineberg holds four degrees from Harvard, including an MD and PhD in Public Policy. Patricia Garcia, MD, MPH, is Professor of the School of Public Health at Cayetano Heredia University (UPCH) and former Chief of the Peruvian National Institute of Health (2006-2008). As a Chief of the National Institute of Health, Dr. Garcia implemented a web-based laboratory information system (NETLAB), which is the first example of eHealth in Peru and was recognized as a best practice. Dr. Garcia graduated from medical school in
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Peru, and trained in internal medicine, infectious diseases, and public health at the University of Washington. She has worked at the National STD/AIDS Program in Peru (19971999), as Director of the Epidemiology, STD and HIV Unit at UPCH (1999-2010), and as Vice Dean of Research at UPCH (1999-2005). She has been a member of the Senior Technical Advisor Group of the Reproductive Health Department at the World Health Organization and Chair of the WHO HPV Expert Advisory Group. Now she is the Regional Director, Latin America, International Union Against STIs; Affiliate Professor of the Department of Global Health, School of Public Health, University of Washington; and Affiliate Professor of the School of Public Health at Tulane University. She is actively involved in research on STIs and HIV, global health, and informatics. Patrick Kelley, MD, DrPH, is Director of the Board on Global Health and Director of the Board on African Science Academy Development at the Institute of Medicine of the U.S. National Academies. Dr. Kelley oversaw a portfolio of expert consensus studies and convening activities on subjects including the evaluation of the U.S. emergency plan for international AIDS relief (PEPFAR), methodological issues in the conduct of HIV prevention trials in developing countries, the evaluation of intermittent preventive therapy for malaria in infants, the need for retention of the variola virus, and U.S. public and private sector interests in global health, and the prevention, treatment, and palliation of cancer in low and middle income countries. Prior to coming to the National Academies in 2003, he served in the U.S. Army for more than 23 years as a physician, residency director, epidemiologist, and program manager. Much of his work focused on disease control and policy for the Department of Defense. Dr. Kelley obtained his MD from the University of Virginia and his DrPH from the Johns Hopkins School of Hygiene and Public Health.
HEALTH PROFESSIONALS FOR A NEW CENTURY
Barry Kistnasamy, MBChB, MMed, is Executive Director of the National Institute for Occupational Health (NIOH) and the National Cancer Registry (NCR) in South Africa, which are national institutes within the National Health Laboratory Service. Dr. Kistnasamy was the former Dean of Medicine of the Nelson R. Mandela School of Medicine of the University of KwaZulu-Natal in Durban, South Africa and from 1995 to 2000 was Deputy Director General of the Department of Health, Welfare and Environment in the Northern Cape province. His experience encompasses strategic and operational planning and translation of health policy into action. He has worked with bilateral and multilateral agencies in South Africa and abroad and has developed extensive national and international health partnerships and linkages. Dr. Kistnasamy received his medical degree and master in medicine degree in community health from the University of Natal. He has had further education at York University (Health Economics), University of Michigan (Occupational and Environmental Health) and Cambridge (Health Leadership). He has served on many public, non-governmental and private sector committees, including the Medical and Dental Professions Board and the Health Systems Trust. Afaf I. Meleis, PhD, is the Margaret Bond Simon Dean of Nursing at the University of Pennsylvania School of Nursing, Professor of Nursing and Sociology, and Director of the school's WHO Collaborating Center for Nursing and Midwifery Leadership. Prior to coming to Penn, she was a Professor on the faculty at the University of California, Los Angeles and the University of California, San Francisco for 34 years. Dr. Meleis' research focuses on global health, immigrant and international health, women's health, and on the theoretical development of the nursing
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discipline. She is the author of more than 150 journal articles, 40 chapters, and numerous monographs, proceedings, and books about global issues in women’s health and the theoretical bases of nursing. Her writing and consultations are based on experiences and research in the Middle East and Latin America. She is a member of the Institute of Medicine, a Fellow of the American Academy of Nursing, a member of the Forum of Executive Women, and the Pennsylvania Women's Forum, a trustee of the National Health Museum, and a board director of CARE. She is also President and Counsel General Emeriti of the International Council on Women's Health Issues. Dr. Meleis completed her Bachelor of Science in Nursing degree at the University of Alexandria, Egypt, a master’s in nursing, a master’s in sociology and a PhD in medical and social psychology at the University of California, Los Angeles. David Naylor, MD, DPhil, is President of the University of Toronto, a position he has held since 2005, after leading the University as the Dean of Medicine for the previous six years. Previously, he was founding chief executive officer of the Institute for Clinical Evaluative Sciences from 1991 to 1998. Dr. Naylor is internationally recognized as a leader in health services research and evidence-based health and social policy. He has advised a number of governments on policy issues over the last 15 years and served as chair of the National Advisory Committee on SARS and Public Health in 2003. He holds degrees from Toronto (MD) and Oxford (DPhil), where he studied as a Rhodes Scholar. Dr. Naylor is the co-author of approximately 300 scholarly publications, spanning social history, public policy, epidemiology, and health economics, as well as clinical and health services research in most fields of medicine. He has received national and international awards for research and academic leadership. He is a Fellow of the Royal Society of Canada and the Canadian Academy of
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Health Sciences, a Foreign Associate Fellow of the US Institute of Medicine, and an Officer of the Order of Canada. Ariel Pablos-Méndez, MD, MPH, is Managing Director of the Rockefeller Foundation, and a Professor of Clinical Medicine and Public Health at Columbia University. He was previously Director of Knowledge Management and Sharing at the World Health Organization (WHO), where he worked to bridge the know-do gap in public health. Earlier at the Rockefeller Foundation (1998-2004), he created several public-private partnerships to develop drugs and vaccines for diseases of poverty, led a re-thinking of the Foundation's program on AIDS treatment in Africa, and managed the Joint Learning Initiative on Human Resources for Health. The Foundation’s efforts in global health are currently dedicated to the transformation of health systems towards universal health coverage. Dr. Pablos-Méndez received his MD from the University of Guadalajara’s School of Medicine (Mexico) and his MPH from Columbia University, where he also serves as a Professor of Clinical Medicine and Public Health. K. Srinath Reddy, MD, DM, is President of the Public Health Foundation of India and until recently headed the Department of Cardiology at All India Institute of Medical Sciences. Having trained in cardiology and epidemiology, Dr. Reddy has been involved in several major international and national research studies, including the INTERSALT global study of blood pressure and electrolytes and INTERHEART global study on risk factors of myocardial infarction. He is Chair of the Initiative for Cardiovascular Health Research in the Developing Countries, Chair of the Foundations Advisory Board of the World Heart Federation, and has served on many WHO expert panels. He edited the National
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Medical Journal of India for 10 years and has more than 250 scientific publications in international and Indian peer-reviewed journals. Dr. Reddy has received numerous awards, including the WHO Director General’s Award for Global Leadership in Tobacco Control (2003), the prestigious PADMA BHUSHAN by the President of India (2005), the Queen Elizabeth Medal (2005), and the Luther Terry Award for outstanding leadership in tobacco control from the American Cancer Society. He was elected Foreign Associate Member of the Institute of Medicine in 2004 and was recently appointed President of the National Board of Examinations in India. Susan C. Scrimshaw, PhD, is President of the Sage Colleges. Her past leadership positions include President of Simmons College, Dean of the School of Public Health and Professor of Community Health Sciences and Anthropology at the University of Illinois at Chicago, and Associate Dean of Public Health and Professor of Public Health and Anthropology at the University of California at Los Angeles. Dr. Scrimshaw obtained her MA and PhD in anthropology from Columbia University, where she was a student of Margaret Mead. Her research includes community participatory research methods, addressing health disparities, improving pregnancy outcomes, violence prevention, health literacy, and culturally appropriate delivery of health care. Nationally, Dr. Scrimshaw is a AAAS Fellow and a member of the Institute of Medicine where she has served on the Governing Council, the Committee on Communication for Behavior Change: Improving the Health of Diverse Populations, the Committee on Health Literacy, and the Committee on Science, Engineering and Public Policy. Internationally, she has served as President of the Board of Directors of the U.S.Mexico Foundation for Science. Her many awards include the Margaret Mead Award from the American Anthropological Association and
HEALTH PROFESSIONALS FOR A NEW CENTURY
the Society for Applied Anthropology and, for her work on the health of Latino populations, a gold medal from former President Vicente Fox of Mexico. Dr. Scrimshaw was raised in Guatemala until age 16. Jaime Sepulveda, MD, MPH, DSc, is a Senior Fellow and Director of Special Initiatives in Global Health for the Bill & Melinda Gates Foundation. Dr. Sepulveda works closely with key foundation partners—including the GAVI Alliance, where he chairs the Executive Committee—to increase access to vaccines and other effective health solutions in developing countries. He was formerly Director of Integrated Health Solutions Development at the foundation. Dr. Sepulveda served for more than 20 years in a variety of senior health posts in the Mexican government. He was Director of the National Institutes of Health of Mexico from 2003 to 2006, Vice-Minister of Health, DirectorGeneral of Mexico’s National Institute of Public Health, and Dean of the National School of Public Health. In addition to his research credentials, Dr. Sepulveda is an experienced implementer of effective health programs, such as Mexico’s Universal Vaccination Program, which eliminated polio, measles, and diphtheria. He also designed a national health information system and founded Mexico’s National AIDS Council. His medical degree is from National Autonomous University of Mexico and he has three advanced degrees from the Harvard School of Public Health. David Serwadda, MBChB, MSc, MMed, MPH, is Professor of Public Health and former Dean of the Makerere University School of Public Health (MUSPH) in Uganda. He is also a founding member of Accordia Global Health Foundation’s Academic Alliance. Dr. Serwadda is an infectious disease epidemiologist, who in the early 1980s was one of the first physicians in Uganda to recognize
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the new disease that became known as AIDS. He has worked continuously on HIV-related research and prevention ever since. He received his MBChB and MMed (Internal Medicine) from Makerere University and an MPH from Johns Hopkins Bloomberg School of Public Health. He has been a senior investigator on the Rakai Program since its inception in 1988, and is the Ugandan principal investigator on the ongoing NIH-funded "Trial of Male Circumcision for HIV Prevention." He has been instrumental in the scientific design and management of the project and has provided critical liaison between the project, the local community, Ugandan political and policy decision makers, the Ugandan Ministry of Health, and international agencies including UNAIDS, WHO, and the World Bank. Professor Ke Yang is Executive Vice-president of Peking University (PKU) and Peking University Health Science Center (PKUHSC). She is also a member of the 11th CPPCC national committee, the Academic Degree Committee of State Council, Vicepresident of China Medical Association, and member of the Standing Committee of Chinese Committee for Academic Degree and Postgraduate Education. For the past seven years, Professor Ke has been a passionate leader in medical education reform. She has been leading a successful curriculum reform that emphasizes humanity, problems and practice (including primary practice). Her broad vision includes promoting evidence based clinical research, multidisciplinary cooperation, and internationalizing both research and education of PKU-HSC. She also plays an important role in motivating University affiliated hospitals to actively participate in health system reform. Professor Ke is a productive researcher in cancer study. Her major area of research is on the environmental and genetic factors of upper
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digestive tract malignant tumor. As a Professor and Director of the genetics laboratory, her focus is on the HPV virus and its association with human cancers. Professor Ke has published more than 80 articles on cancer research and on medical education and health management, with a total citation of over 1000. She has been the advisor of more than 40 graduate students and respectively been granted four Chinese patents and two international patents. Huda Zurayk, PhD, a Lebanese biostatistician, was Dean of the Faculty of Health Sciences at the American University of Beirut from 1998-2008. Dr. Zurayk’s public health research focuses on the social determinants of population health, reproductive health, and women's health. From 1987–98, she was Senior Representative and then Senior Research Associate at the Population Council Regional Office for West Asia and North Africa. Just after joining the Population Council in Cairo, she co-founded the Regional Reproductive Health Working Group, a network of researchers throughout the region, notable for producing the landmark Giza Study on women, reproduction, and health in rural Egypt. Dr. Zurayk served on the Reproductive Health Panel of the U.S. National Academy of Sciences from 1994-95 and two terms as an elected member of the Council of the International Union for the Scientific Study of Population from 1993-2002. She was also a member of the International Scientific Advisory Board of the Africa Centre for Health and Population Studies in South Africa and served on the Women and Gender EquityKnowledge Network of the WHO Commission on Social Determinants of Health. Her PhD in biostatistics is from Johns Hopkins University and her master’s in statistics is from Harvard University.
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Speaker and Panelists Biographies
DAY ONE
Opening Remarks Steven E. Hyman, MD is Provost of Harvard University and Professor of Neurobiology at Harvard Medical School. From 1996 to 2001, he served as Director of the National Institute of Mental Health (NIMH). Before that Dr. Hyman was Professor of Psychiatry at Harvard Medical School, Director of Psychiatry Research at Massachusetts General Hospital, and the first faculty Director of Harvard University's Mind, Brain, and Behavior Initiative. In the laboratory he studied the molecular biology of neurotransmitter action. Dr. Hyman is a member of the Institute of Medicine of the National Academy of Sciences and of the American Academy of Arts and Sciences. He currently serves as Editor of the Annual Review of Neuroscience. Jeffrey S. Flier, MD is the 21st Dean of the Faculty of Medicine at Harvard University, appointed on September 1, 2007. Dr. Flier, an endocrinologist and an authority on the molecular causes of obesity and diabetes, is also the Caroline Shields Walker Professor of Medicine at Harvard Medical School. Previously he had served as Harvard Medical School Faculty Dean for Academic Programs and Chief Academic Officer for Beth Israel Deaconess Medical Center, a Harvard teaching affiliate. Dr. Flier is a fellow of the Institute of Medicine of the National Academy of Sciences, the American Association for the Advancement of Science, and of the American Academy of Arts and Sciences.
HEALTH PROFESSIONALS FOR A NEW CENTURY
Margaret Chan, MD (video remarks) is Director-General of the World Health Organization (WHO), appointed in November 2006. Previously Dr. Chan was WHO Assistant Director-General for Communicable Diseases as well as Representative of the Director-General for Pandemic Influenza. Prior to joining WHO, she was Director of Health in Hong Kong. During her nine-year tenure, Dr. Chan confronted the first human outbreak of H5N1 avian influenza in 1997. She successfully defeated the spate of severe acute respiratory syndrome (SARS) in Hong Kong in 2003. She also launched new services to prevent disease and promote better health. Irina Bokova, MBA (video remarks) is the Director-General of UNESCO. She was previously Ambassador of the Republic of Bulgaria to France and Monaco, Personal Representative of the Bulgarian President to the "Organisation Internationale de la Francophonie," and Permanent Delegate to UNESCO from 2005 to 2009. She obtained an MBA from the Moscow State Institute of International Relations and studied at the universities of Maryland and Harvard in the USA. During her long and distinguished career, she also served as Bulgaria's representative to the United Nations and as her country's Secretary of State for European integration and Foreign Minister. Ms. Bokova has long promoted the transition to European integration. As Founder and Chairperson of the European Policy Forum, she worked to overcome divisions in Europe and promote the values of dialogue, diversity, human dignity and rights.
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Cheryl Scott is Senior Advisor for the Bill & Melinda Gates Foundation’s Global Health Program, providing strategy counsel and support in its work to ensure that vaccines and other health solutions reach the people who need them the most. Ms. Scott was previously President and CEO for eight years of the Seattle-based Group Health Cooperative, one of the oldest and most respected integrated health-care systems in the U.S. In her 25 years there, she also served as Executive Vice President and Chief Operating Officer. In 2005, the University of Washington and Group Health created the Cheryl M. Scott/Group Health Cooperative Professorship in Health Care Leadership in the School of Public Health in recognition of her contributions. Ariel Pablos-Méndez, MD, MPH, is Managing Director of the Rockefeller Foundation, and a Professor of Clinical Medicine and Public Health at Columbia University. He was previously Director of Knowledge Management and Sharing at the World Health Organization (WHO), where he worked to bridge the know-do gap in public health. Earlier at the Rockefeller Foundation, he created several public-private partnerships to develop drugs and vaccines for diseases of poverty, led a re-thinking of the Foundation's program on AIDS treatment in Africa, and managed the Joint Learning Initiative on Human Resources for Health. The Foundation’s efforts in global health are currently dedicated to the transformation of health systems towards universal health coverage. Dr. Pablos-Méndez is a member of the Commission on the Education of Health Professionals for the 21st Century. His complete bio is listed within the Commissioners section.
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Report Presentation and Discussion presented by the Launch Co-Chairs Richard Horton, FRCP, FMedSci, is Editor-in-Chief of The Lancet. Dr. Horton is an honorary Professor at the London School of Hygiene and Tropical Medicine, University College London, and the University of Edinburgh. He is a Council member of the UK’s Academy of Medical Sciences and the University of Birmingham, and he chairs the Board of the Health Metrics Network. He has a strong interest in issues of global health and medicine’s contribution to wider culture. His complete bio is listed within the Commissioners section. Lincoln Chen, MD, MPH, is President of the China Medical Board (CMB), an independent American foundation endowed by John D. Rockefeller to advance health in China and Asia by strengthening medical education, research and policies. Dr. Chen was the Founding Director of the Harvard Global Equity Initiative (2001-2006) and from 1987-1996, the Taro Takemi Professor of International Health and Director of the University-wide Harvard Center for Population and Development Studies. From 1997-2001, he was Executive Vice-President of the Rockefeller Foundation, and earlier for 14 years, represented the Ford Foundation in India and Bangladesh. His complete bio is listed within the Commissioners section.
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Julio Frenk, MD, MPH, PhD, is Dean and T & G Angelopoulos Professor of Public Health and International Development at the Harvard School of Public Health. Dr. Frenk was the Minister of Health of Mexico from 2000 to 2006, where he pursued an ambitious agenda to reform the nation’s health system. He was also the founding DirectorGeneral of the National Institute of Public Health in Mexico. From 1998-2000, he was Executive Director in charge of Evidence and Information for Policy for the World Health Organization. Most recently, he was a Senior Fellow in the global health program of the Bill & Melinda Gates Foundation and President of the Carso Health Institute in Mexico City. His complete bio is listed within the Commissioners section.
Panel 1: Transforming the Learning Process Chair: David Naylor, MD, DPhil, is President of the University of Toronto, a position he has held since 2005, after leading the University as the Dean of Medicine for the previous six years. Previously, he was founding Chief Executive Officer of the Institute for Clinical Evaluative Sciences from 1991 to 1998. Dr. Naylor is internationally recognized as a leader in health services research and evidence-based health and social policy. He has advised a number of governments on policy issues over the last 15 years and served as Chair of the National Advisory Committee on SARS and Public Health in 2003. Dr. Naylor is a member of the Commission on the Education of Health Professionals for the 21st Century. His complete bio is listed within the Commissioners section.
HEALTH PROFESSIONALS FOR A NEW CENTURY
David Serwadda, MBChB, MSc, MMed, MPH, is Professor of Public Health and former Dean of the Makerere University School of Public Health (MUSPH) in Uganda. He is also a founding member of Accordia Global Health Foundation’s Academic Alliance. Dr. Serwadda is an infectious disease epidemiologist, who in the early 1980s was one of the first physicians in Uganda to recognize the new disease that became known as AIDS. He has worked continuously on HIV-related research and prevention ever since. Dr. Serwadda is a member of the Commission on the Education of Health Professionals for the 21st Century. His complete bio is listed within the Commissioners section. Afaf I. Meleis, PhD, is the Margaret Bond Simon Dean of Nursing at the University of Pennsylvania School of Nursing, Professor of Nursing and Sociology, and Director of the school's WHO Collaborating Center for Nursing and Midwifery Leadership. Prior to coming to Penn, she was a Professor on the faculty at the University of California Los Angeles and the University of California San Francisco for 34 years. Dr. Meleis' research focuses on global health, immigrant and international health, women's health, and on the theoretical development of the nursing discipline. Dr. Meleis is a member of the Commission on the Education of Health Professionals for the 21st Century. Her complete bio is listed within the Commissioners section. Joseph Kolars, MD, is Senior Associate Dean of Education and Global Initiatives and Professor of Internal Medicine at University of Michigan Medical School. He serves as the medical school’s lead for the oversight and expansion of both its educational mission and its global initiatives. A gastroenterologist, Dr. Kolars was previously at the Mayo Clinic. Since
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late 2007, he divided his time between the Mayo Clinic and the Bill and Melinda Gates Foundation, where he continues to work on education systems that build human resource capacity to transform health. Dr. Kolars has focused his career on physician education and has held a number of leadership roles in education programs for medical students, residents, and fellows. His scholarship has largely emphasized educational outcomes, measurements of competency, faculty development, and effective learning venues.
Panel 2: Reforming Educational Institutions Chair: Huda Zurayk, PhD, was Dean of the Faculty of Health Sciences at the American University of Beirut in Lebanon from 1998-2008. Dr. Zurayk’s public health research focuses on the social determinants of population health, reproductive health, and women's health. From 1987 to 1998, she was Senior Representative and then Senior Research Associate at the Population Council Regional Office for West Asia and North Africa. She served on the Reproductive Health Panel of the U.S. National Academy of Sciences, the Council of the International Union for the Scientific Study of Population, the International Scientific Advisory Board of the Africa Centre for Health and Population Studies, and the Women and Gender EquityKnowledge Network of the WHO Commission on Social Determinants of Health. Dr. Zurayk is a member of the Commission on the Education of Health Professionals for the 21st Century. Her complete bio is listed within the Commissioners section.
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Panelists: Jordan J. Cohen, MD, is Professor of Medicine and Public Health at George Washington University and President Emeritus of the Association of American Medical Colleges (AAMC). Dr. Cohen spent 40 years in academic medicine at some of the nation's most prestigious institutions. He was Dean of the medical school and Professor of Medicine at the State University of New York at Stony Brook and President of the medical staff at University Hospital. Prior to that, he was Professor and Associate Chairman of Medicine at the University of Chicago-Pritzker School of Medicine, and Physician-in-chief and Chairman of the Department of Medicine at the Michael Reese Hospital and Medical Center. Dr. Cohen is a member of the Commission on the Education of Health Professionals for the 21st Century. His complete bio is listed within the Commissioners section. Susan C. Scrimshaw, PhD, is President of the Sage Colleges. Her past leadership positions include President of Simmons College, Dean of the School of Public Health and Professor of Community Health Sciences and Anthropology at the University of Illinois at Chicago, and Associate Dean of Public Health and Professor of Public Health and Anthropology at the University of California at Los Angeles. Her research includes community participatory research methods, addressing health disparities, improving pregnancy outcomes, violence prevention, health literacy, and culturally appropriate delivery of health care. Dr. Scrimshaw is a member of the Commission on the Education of Health Professionals for the 21st Century. Her complete bio is listed within the Commissioners section.
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Jane Henney, MD, is Professor of Medicine and Public Health Science in the College of Medicine at the University of Cincinnati. Until 2008, she was Senior Vice President and Provost for Health Affairs at the University of Cincinnati Academic Health Center. She was the first woman to be named Commissioner of the U.S. Food and Drug Administration, a position she held from 19982001. For the past 20 years, Dr. Henney has served in a series of senior health-policy leadership positions. She was deputy director of the National Cancer Institute from 1980-85, Vice Chancellor of Health Programs and then Interim Dean of the University of Kansas Medical Center, and Vice President for Health Sciences at the University of New Mexico. She serves on a variety of boards of directors in the health care field, including the Commonwealth Fund and the China Medical Board. Celebratory Dinner Speaker: Samuel
O. Thier, MD, is Professor of Medicine and Health Care Policy, Emeritus at Harvard Medical School. He had been Professor of Medicine and Professor of Health Care Policy at Harvard Medical School from 1994-2007. Previously he was President and Chief Executive Officer of Partners HealthCare System, President of The Massachusetts General Hospital, and Brandeis University’s President. He served as President of the Institute of Medicine, National Academy of Sciences and as Chairman of the Department of Internal Medicine at Yale University School of Medicine, where he was the Sterling Professor. Dr. Thier is an authority on internal medicine and kidney disease and is also known for his expertise in national health policy, medical education, and biomedical research.
HEALTH PROFESSIONALS FOR A NEW CENTURY
Panel 3: Local Adaptability in a Global World Chair: Nigel Crisp, KCB, is an independent crossbench member of the House of Lords and works mainly on international development and global health. From 2000 to 2006, he was both Chief Executive of the NHS, the largest health organization in the world, and Permanent Secretary of the UK Department of Health, and led major reforms in the English health system. In 2007 he cochaired an international Task Force on increasing the education and training of health workers globally and subsequently founded the Zambia UK Health Workforce Alliance in 2009 to implement some of the Task Force recommendations. Lord Crisp is a member of the Commission on the Education of Health Professionals for the 21st Century. His complete bio is listed within the Commissioners section. Panelists: Timothy Evans, MD, DPhil, of Canada, is currently the Assistant Director-General for Information, Evidence and Research at the World Health Organization. From 2003 to 2007, he served as the Assistant Director-General for Evidence and Information for Policy. From 1997 to 2003, Dr. Evans was Director of Health Equity at the Rockefeller Foundation. Dr. Evans is a member of the Commission on the Education of Health Professionals for the 21st Century. His complete bio is listed within the Commissioners section.
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Patricia Garcia, MD, MPH, is Professor of the School of Public Health at Cayetano Heredia University (UPCH) and former Chief of the Peruvian National Institute of Health (2006-2008). She has worked at the National STD/AIDS Program in Peru, as Director of the Epidemiology, STD and HIV Unit at UPCH, and as Vice Dean of Research at UPCH. She was a member of the Senior Technical Advisor Group of the Reproductive Health Department at the World Health Organization and Chair of the WHO HPV Expert Advisory Group. She is actively involved in research on STIs and HIV, global health, and informatics. Dr. Garcia is a member of the Commission on the Education of Health Professionals for the 21st Century. Her complete bio is listed within the Commissioners section.
Barry Kistnasamy, MBChB, MMed, is Executive Director of the National Institute for Occupational Health (NIOH) and the National Cancer Registry (NCR) in South Africa. Dr. Kistnasamy was the former Dean of Medicine of the Nelson R. Mandela School of Medicine of the University of KwaZulu-Natal in Durban, South Africa and from 1995 to 2000 was Deputy Director General of the Department of Health, Welfare and Environment in the Northern Cape province. His experience encompasses strategic and operational planning and translation of health policy into action. Dr. Kistnasamy is a member of the Commission on the Education of Health Professionals for the 21st Century. His complete bio is listed within the Commissioners section.
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Panel 4: Strategies for Dissemination Chair: Harvey V. Fineberg, MD, PhD, is President of the Institute of Medicine. He previously served Harvard University as Provost and 13 years as Dean of the School of Public Health. He helped found and served as President of the Society for Medical Decision Making and is a consultant to the World Health Organization. His research has included assessment of medical technology, evaluation of vaccines, and dissemination of medical innovations. At the Institute of Medicine, he has chaired and served on a number of panels dealing with health policy issues, ranging from AIDS to new medical technology. Dr. Fineberg is a member of the Commission on the Education of Health Professionals for the 21st Century. His complete bio is listed within the Commissioners section. Panelists: Manuel M. Dayrit, MD, MSc, heads the World Health Organization’s Human Resources for Health Department in providing global guidance and support to countries for developing a sustainable health workforce. Scaling up the education of health workers towards their equitable distribution and effective performance are critical concerns. The adoption of the WHO Global Code of Practice on the International Recruitment of Health Personnel during the May 2010 World Health Assembly was a milestone in global public health to which Dr. Dayrit and the HRH
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Speaker and Panelists Biographies continued
Department contributed significantly. Dr. Dayrit was Secretary of Health (Minister) of the Philippines (2001-2005). He completed medical and public health studies at the University of the Philippines and the London School of Hygiene and Tropical Medicine. George E. Thibault, MD, is president of the Josiah Macy, Jr. Foundation. Prior to that he was Vice President of Clinical Affairs at Partners Healthcare System in Boston and Director of the Academy at Harvard Medical School. He was the first Daniel D. Federman Professor of Medicine and Medical Education at HMS and is now the Federman Professor, Emeritus. He previously served as Chief Medical Officer at Brigham and Women’s Hospital and as Chief of Medicine at the Harvard-affiliated Brockton/West Roxbury VA Hospital. He was Associate Chief of Medicine and Director of the Internal Medical Residency Program at Massachusetts General Hospital. For nearly four decades at HMS, Dr. Thibault played leadership roles in medical education, including a central role in the New Pathway Curriculum reform and Integrated Curriculum reform. Sigrun Møgedal, MD, DTM&H, is the Chair of the Board for the Global Health Workforce Alliance and serves as a Special Adviser to the Executive Director of UNAIDS. A former Norwegian Ambassador for HIV/AIDS and Global Health Initiatives, Dr. Møgedal’s main areas of professional involvement are in the interface between development, health and foreign policy, with a focus on governance for health at global and national level. She has a long time involvement in human resources for health, and in working with civil society and community responses. From 2000-2001 she was a State Secretary in the Ministry of Foreign Affairs in Norway.
HEALTH PROFESSIONALS FOR A NEW CENTURY
Roger I. Glass, M.D., Ph.D., is Director of the Fogarty International Center and Associate Director for International Research at the National Institutes of Health. He joined the Centers for Disease Control and Prevention in 1977 as a medical officer assigned to the Environmental Hazards Branch, was a scientist at the International Center for Diarrheal Disease Research in Bangladesh from 1979 to1983, and in 1984, joined the National Institutes of Health Laboratory of Infectious Diseases, where he worked on the molecular biology of rotavirus. In 1986, Dr. Glass returned to the CDC to become Chief of the Viral Gastroenteritis Unit at the National Center for Infectious Diseases. He has maintained field studies in India, Bangladesh, Brazil, Mexico, Israel, Russia, Vietnam, China and elsewhere. His research includes epidemiologic studies targeted to anticipate the introduction of rotavirus vaccines. Ariel Pablos-Méndez, MD, MPH, is Managing Director of the Rockefeller Foundation and is a Commissioner on the Education of Health Professionals for the 21st Century. His complete bio is listed within Commisioners section.
Closing Remarks: Julio Frenk, MD, MPH, PhD, Dean of the Harvard School of Public Health Lincoln Chen, MD, MPH, President of the China Medical Board Complete bios for Dean Frenk and Dr. Chen within the Co-Chairs Bios section.
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Symposium Attendees
Anshu Abhat Priya Agrawal Sudhir Anand Vanessa Apea Diane Arathuzik David Arond Tamara Awerbuch Nadiah Baghdadi Judy Beal David Benton Anita Berlin Zulfiqar Bhutta Barry Bloom Brea Bondi-Boyd Amanda Brewster Steffanie Bristol Marah Brown Kristin Brown Mary Brown Bullock Jesse Bump Kathy Cahill Francisco Campos Marie Castelli Arachu Castro Margaret Chan Lincoln Chen Elizabeth Chen Wanicha Chuekongkaew Mark Clapp Jordan Cohen Elizabeth Cole Nigel Crisp Le Cu Linh Karla Damus Pran Gopal Datta Manuel Dayrit David de Ferranti Ramesh C. Deka Raymond Deng Karen Devereaux Melillo Zhe Dong Bruce Donoff Tim Evans April Edrington Victoria Fan Mansour Farahani Harvey Fineberg Jeffrey S. Flier Phyllis Freeman Julio Frenk Patricia GarcĂa Susan Gennaro Michelle Giuliana Roger Glass Cheong Hian Goh Jennifer Goldsmith Andrew Goldstein Sue Goldie
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Harvard School of Public Health WHO Safe Childbirth Checklist Program St. Catherine's College, Oxford University Harvard School of Public Health Emmanuel College Harvard School of Public Health Harvard School of Public Health Northeastern University Simmons College School of Health Sciences Inernational Council of Nurses UCL School of Life and Medical Sciences Aga Khan University Harvard School of Public Health Contra Costa Regional Medical Center Harvard Institute for Global Health Harvard School of Public Health Harvard School of Public Health Harvard School of Public Health Emory University and China Medical Board Harvard School of Public Health The Bill & Melinda Gates Foundation Global Health Workforce Alliance Harvard School of Public Health Harvard Medical School World Health Organization China Medical Board NE College of Optometry Siriraj Hospital, Mahidol University Harvard School of Public Health George Washington University Brigham Women's Hospital House of Lords Hanoi School of Public Health Northeastern University School of Nursing Bangabandhu Sheikh Mujib Medical University World Health Organization Harvard School of Public Health All India Institute of Medical Sciences Harvard School of Public Health University of Massachusetts Lowell Peking University Health Sciences Center Harvard School of Dental Medicine Information Evidence and Research, WHO Harvard School of Public Health Harvard School of Public Health Harvard School of Public Health US Institute of Medicine Harvard Medical School University of Massachusetts Boston Harvard School of Public Health Cayetano Heredia University, Peru Boston College William F. Connell School of Nursing Harvard School of Public Health NIH Fogarty Center University of Illinois Partners HC System Harvard School of Public Health Harvard School of Public Health and Harvard University
TRANSFORMING EDUCATION TO STRENGTHEN HEALTH SYSTEMS IN AN INTERDEPENDENT WORLD
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Symposium Attendees
Marise Gottlieb Michael Grusby Saipin Hathirat Cecil Haverkamp Aditi Hazra Robert Hecht Jane Henney Katherine Herz John Hill Joan Holloway William Holzemer Richard Horton William Hsiao John Hsu Jose Humphreys David Hunter Sharon Huttly Steven Hyman Paula Ivey Henry Elizabeth Jackson Marian Jacobs Iny Jhun Edward Kakungulu Nancy Kane Phyllis Kanki Patrick Kelley Carole Kenner Eric L. Keuffel Mohamed Ismail Khan Tamera Kingston Barry Kistnasamy Felicia Knaul Joe Kolars David Korn Joel Lamstein Ana Langer Ian Lapp Laurie Lauzon Clabo Aaron Lawson Anh Vu Le Thuy-Tien Le Jennifer Leaning Chenhui Liu Tserenkhuugyin Llkagvasuren Fabiola Le贸n-Velarde Clifford Lo Robyn Long Pisake Lumbiganon Le Anh Vu Ruth Malone William Mann Tori Manuelli Anne Margulies Bethany Maylone Linda McDonald Afaf Meleis Karen Devereaux
HEALTH PROFESSIONALS FOR A NEW CENTURY
Endeavor Corporation Harvard School of Public Health Mahidol University Harvard School of Public Health Harvard School of Public Health Results for Development Institute University of Cincinnati Harvard School of Public Health World Medical Association International Association of Physicians in AIDS Care Rutgers University The Lancet Harvard School of Public Health Mongan Institute Optimum Health Clinic Harvard School of Public Health London School of Hygiene & Tropical Medicine Harvard University Harvard School of Public Health Harvard School of Public Health University of Cape Town, South Africa Harvard School of Public Health Gulu University, Uganda Harvard School of Public Health Harvard School of Public Health Institute of Medicine of the US National Academies Northeastern University Bouv茅 College of Health Sciences The Fox School of Business, Temple University Dhaka Medical College Harvard School of Public Health National Insitute for Occupational Health Harvard Medical School University of Michigan Harvard Medical School John Snow, Inc. Harvard School of Public Health Mailman School of Public Health,Columbia University Massachusetts General Hospital University of Ghana Medical School Hanoi School of Public Health Tufts University School of Medicine FXB Center for Health and Human Rights Harvard School of Public Health,China Medical Board Mongolia Health Sciences University Cayetano Heredia University, Peru Harvard Medical School Harvard School of Public Health Khon Kaen University Harvard Medical School Harvard School of Public Health US Navy Harvard School of Public Health Harvard University Harvard School of Public Health Harvard School of Public Health University of Pennsylvania School of Nursing University of Massachusetts-Lowell
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Catherine Michaud Yanan Mo Sigrun Møgedal Lilah Moore Fitzhugh S. M. Mullan Albert Mulley, Jr. Lee Nadler Ruvandhi Nathavitharana David Naylor Andre-Jaques Neusy Stanislava Nikolova John Norcini Sumberzul Nyamjav Ariel Pablos-Méndez Natalia Palacios Björg Pálsdóttir Tess Panizales Tricia Penniecook Sophia Qiu Estelle Quain Rayapu Ramesh Danae Roumis Julia Royall Cheryl Scott Susan Scrimshaw David Serwadda Julie Shample Pengjian Shi Kenji Shibuya Miles Shore Eleanor Shore Sonya Soni Harrison Spencer Ellie Starr Bill Stason David T. Stern Allan Stern Baozhi Sun George Thibault Sam Thier Katie Tiger Alexander Tsai Nancy Turnbull Sonali Vaid Judith Wasserheit Debra Weinstein Leana Wen Nancy White Street Ben Williams Mary Elizabeth Wilson Lydia Wlasiuk Bob Woollard Randy Wykoff Wai Ping Yau Changzheng Yuan Stephen Zoloth Huda Zurayk
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Harvard School of Public Health, China Medical Board Harvard School of Public Health Global Health Workforce Alliance and UNAIDS Global Health Consultant George Washington University Massachusetts General Hospital Harvard Medical School Harvard School of Public Health, China Medical Board University of Toronto Health Equity Network Harvard School of Public Health FAIMER Health Sciences University of Mongolia Rockefeller Foundation Harvard School of Public Health Health Equity Network Center for Surgery and Public Health, BWU Loma Linda University School of Public Health Harvard School of Public Health USAID BOSS & CIPCA Harvard School of Public Health US National Library of Medicine The Bill & Melinda Gates Foundation The Sage Colleges Makerere University School of Public Health Harvard School of Public Health Ministry of Education of China University of Tokyo Harvard Medical School Harvard Medical School Harvard School of Public Health Association of Schools of Public Health Harvard School of Public Health Harvard School of Public Health Mount Sinai School of Medicine The Sage Colleges China Medical University Josiah Macy, Jr. Foundation Massachusetts General Hospital, Harvard Medical School Harvard School of Public Health Harvard University Harvard School of Public Health Harvard School of Public Health, China Medical Board University of Washington Partners HealthCare System Brigham and Women's Hospital/Massachusetts General Hospital Harvard School of Public Health Gunner Training Harvard School of Public Health University of California, Davis University of British Columbia ETSU, College of Public Health Harvard School of Public Health Harvard School of Public Health Northeastern University Bouvé College of Health Sciences American University of Beirut
List reflects those registered by November 15, 2010.
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THE JOSEPH B. MARTIN CONFERENCE CENTER AT HARVARD MEDICAL SCHOOL 77 AVENUE LOUIS PASTEUR, BOSTON, MA www.hsph.harvard.edu/healthprofessionals
HEALTH PROFESSIONALS FOR A NEW CENTURY
© Harvard School of Public Health, 2010.