A Family Medicine Training Program in the Republic of Georgia: Incorporating a Model of Chronic Disease Management

Sanders, James E.

doi:10.3122/jabfm.2007.06.060220

Cited by 4 publications

(3 citation statements)

References 9 publications

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“…Several countries have developed residency curricula to train new medical school graduates or re-train practicing physicians as Family Medicine practitioners [4–7]. These residencies aim to prepare locally-trained, competent family physicians who will meet the nearly universal lack of post-graduate trained primary care specialists working in underserved areas of their countries.…”

Section: Commentarymentioning

confidence: 99%

Faculty development in family medicine education: what is needed?

Johnson¹,

Cayley²,

Nguyen³

et al. 2017

Pan Afr Med J

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A growing number of countries are embracing graduate training in the specialty of Family Medicine as a core component of global health systems reform. One significant challenge for new programs is to adequately prepare for educational excellence and leadership. Promising residents are often encouraged to remain in their program as faculty, but may not have had the benefit of specific training in teaching, curriculum development, learner assessment or educational leadership. Faculty Development is a potential avenue to providing these skills to new Family Medicine Faculty and to encourage new graduates to consider teaching. We are currently seeking to further clarify what the current needs and future possibilities are for Family Medicine Faculty Development in Sub-Saharan Africa.

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Section: Commentarymentioning

confidence: 99%

Faculty development in family medicine education: what is needed?

Johnson¹,

Cayley²,

Nguyen³

et al. 2017

Pan Afr Med J

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“…Analyses of how to train have addressed the most effective means of training a specific group of health care providers [10-13]. Analyses of who to train have addressed task-shifting or task-sharing in which training was extended to a group of health care providers who assumed new responsibilities for specific services [14-18]. Finally, some analyses have estimated the cost-effectiveness of interventions that included training for the health care providers who implemented them [19-21].…”

Section: Introductionmentioning

confidence: 99%

Cost-effectiveness analyses of training: a manager’s guide

O’Malley

Marseille²,

Weaver

2013

Hum Resour Health

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The evidence on the cost and cost-effectiveness of global training programs is sparse. This manager’s guide to cost-effectiveness analysis (CEA) is for professionals who want to recognize and support high quality CEA. It focuses on CEA of training in the context of program implementation or rapid program expansion. Cost analysis provides cost per output and CEA provides cost per outcome. The distinction between these two analyses is essential for making good decisions about value. A hypothetical example of a cost analysis compares the cost per trainee of a computer-based anti-retroviral therapy (ART) training to a more intensive ART training. In a CEA of the same example, cost per trainee who met ART clinical performance standards is compared. The cost analysis is misleading when the effectiveness differs across trainings. Two additional hypothetical examples progress from simple to more complex costs and from a narrow to a broader scope: 1) CEA of the cost per ART patient with 95% adherence that compares the performance of doctors to counselors who attend additional training, and 2) CEA of the cost per infant HIV infection averted for a Prevention of Mother to Child Transmission program that compares the current program to one with additional training. To create an evidence base on CEA of training, more well-designed analyses and data on the cost of training are needed. Analysts should understand more about how capacity is built, how quality is improved within a health facility, and the costs associated with them. Considering the life of an investment in training, evaluations are needed on how many trainees apply the skills taught, how long trainees continue to apply them, and how long the content of the training conforms to national or international guidelines. Better data on effectiveness of training is also needed. It is feasible to measure effectiveness by clinical performance standards, or intermediate outcomes and coverage. Intermediate outcomes and coverage can also be combined with published estimates on health outcomes.

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“…To further family medicine education internationally, Saunders 10 provides an example from the Republic of Georgia of one type of family medicine training program that proved successful in improving care and doing so in a cost-efficient manner.…”

mentioning

confidence: 99%