Strengthening field-based training in low and middle-income countries to build public health capacity: Lessons from Australia's Master of Applied Epidemiology program

Patel, Mahomed; Phillips, Christine

doi:10.1186/1743-8462-6-5

Cited by 14 publications

(17 citation statements)

References 40 publications

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“…This can be achieved through training health workers to increase their knowledge and skills to provide quality health services. However, conventional training programs have not paid much attention on the role of skills building in health systems strengthening, or where this has happened; training programs have tended to focus on the theoretical rather than practical aspects of taught courses [4]. In addition, the tendency to bring health workers to centralized locations for training often causes serious disruptions in service delivery at facilities serving the most vulnerable populations [5].…”

Section: Introductionmentioning

confidence: 99%

“…In addition, the tendency to bring health workers to centralized locations for training often causes serious disruptions in service delivery at facilities serving the most vulnerable populations [5]. Moreover, failure to reinforce skills and knowledge transfer by addressing other performance factors (such as work environment, organizational support, clear expectations and feedback, and motivation to reinforce proper attitudes and habits) have continued to hamper the effective application of newly-acquired learning in the workplace [4-6]. In addition, most training programs involve training of 1–2 individuals from an institution yet effective implementation of what is taught requires a multidisciplinary team working together as part of the health system [7].…”

Section: Introductionmentioning

confidence: 99%

“…The main purpose of the training was to offer a training model that allows for knowledge and skills acquisition with greater involvement of other institutional staff for continuity and sustainability while causing minimum disruption to work processes. This approach makes the training to be contextual within the work place, using locally identified needs or gaps for hands-on training [4]. As Boud [8] noted, the defining characteristic of work-based training is that working and learning are mutually reinforcing since they take place concurrently.…”

Section: Introductionmentioning

confidence: 99%

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Strengthening health workforce capacity through work-based training

Matovu

Wanyenze

Mawemuko

et al. 2013

BMC Int Health Hum Rights

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BackgroundAlthough much attention has been given to increasing the number of health workers, less focus has been directed at developing models of training that address real-life workplace needs. Makerere University School of Public Health (MakSPH) with funding support from the Centers for Disease Control and Prevention (CDC) developed an eight-month modular, in-service work-based training program aimed at strengthening the capacity for monitoring and evaluation (M&E) and continuous quality improvement (CQI) in health service delivery.MethodsThis capacity building program, initiated in 2008, is offered to in-service health professionals working in Uganda. The purpose of the training is to strengthen the capacity to provide quality health services through hands-on training that allows for skills building with minimum work disruptions while encouraging greater involvement of other institutional staff to enhance continuity and sustainability. The hands-on training uses practical gaps and challenges at the workplace through a highly participatory process. Trainees work with other staff to design and implement ‘projects’ meant to address work-related priority problems, working closely with mentors. Trainees’ knowledge and skills are enhanced through short courses offered at specific intervals throughout the course.ResultsOverall, 143 trainees were admitted between 2008 and 2011. Of these, 120 (84%) from 66 institutions completed the training successfully. Of the trainees, 37% were Social Scientists, 34% were Medical/Nursing/Clinical Officers, 5.8% were Statisticians, while 23% belonged to other professions. Majority of the trainees (80%) were employed by Non-Government Organizations while 20% worked with the public health sector. Trainees implemented 66 projects which addressed issues such as improving access to health care services; reducing waiting time for patients; strengthening M&E systems; and improving data collection and reporting. The projects implemented aimed to improve trainees’ skills and competencies in M&E and CQI and the design of the projects was such that they could share these skills with other staff, with minimal interruptions of their work.ConclusionsThe modular, work-based training model strengthens the capacity of the health workforce through hands-on, real-life experiences in the work-setting and improves institutional capacity, thereby providing a practical example of health systems strengthening through health workforce capacity building.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Strengthening health workforce capacity through work-based training

Matovu

Wanyenze

Mawemuko

et al. 2013

BMC Int Health Hum Rights

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“…This programme was modelled on the Epidemic Intelligence Services (EIS) programme of the United States (US) Centers for Disease Control and Prevention, 8 and the MAE programme of the Australian National University. 9 In 2006, NCDC started the 2-year MPH (Field Epidemiology) course. The India EIS was launched in October 2012, and is modelled on the US EIS programme and adapted to Indian conditions.…”

Section: Field Epidemiology Training Programmes In Indiamentioning

confidence: 99%

Landscaping capacity-building initiatives in epidemiology in India: bridging the demand–supply gap

Zodpey

Pandey

Murhekar

et al. 2015

WHO South-East Asia J Public Health

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India, the second most populous country in the world, has 17% of the world's population but its total share of global disease burden is 21%. With epidemiological transition, the challenge of the public health system is to deal with a high burden of noncommunicable diseases, while still continuing the battle against communicable diseases. To combat this progression, public health capacity-building initiatives for the health workforce are necessary to develop essential skills in epidemiology and competencies in other related fields of public health. This study is an effort to systematically explore the training programmes in epidemiology in India and to understand the demand-supply dynamics of epidemiologists in the country. A systematic, predefined approach, with three parallel strategies, was used to collect and assemble the data regarding epidemiology training in India and assess the demand-supply of epidemiologists in the country. The programmes offering training in epidemiology included degree and diploma courses offered by departments of preventive and social medicine/community medicine in medical colleges and 19 long-term academic programmes in epidemiology, with an estimated annual output of 1172 per year. The demand analysis for epidemiologists estimated that there is need for at least 3289 epidemiologists to cater for the demand of various institutions in the country. There is a wide gap in demand-supply of epidemiologists in the country and an urgent need for further strengthening of epidemiology training in India. More capacity-building and training initiatives in epidemiology are therefore urgently required to promote research and address the public health challenges confronting the country.

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“…4,5 Indonesia's recent revitalization of its FETP provides innovative solutions for countries that wish to establish or review their own programmes. This article describes the processes used to build and strengthen Indonesia's FETP, and focuses on issues such as managerial and financial sustainability and quality assurance in the outputs.…”

Section: Introductionmentioning

confidence: 99%

Strengthening Indonesia’s Field Epidemiology Training Programme to address International Health Regulations requirements

Kandun¹,

Samaan²,

Santoso³

et al. 2010

Bull World Health Org

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Problem According to the International Health Regulations (IHR), countries need to strengthen core capacity for disease surveillance and response systems. Many countries are establishing or enhancing their field epidemiology training programmes (FETPs) to meet human resource needs but face challenges in sustainability and training quality. Indonesia is facing these challenges, which include limited resources for field training and limited coordination in a newly decentralized health system. Approach A national FETP workplan was developed based on an evaluation of the existing programme and projected human resource needs. A Ministry of Health Secretariat linking universities, national and international partners was established to oversee revision and implementation of the FETP. Local setting The FETP is integrated into the curriculum of Indonesian universities and field training is conducted in district and provincial health offices under the coordination of the universities and the FETP Secretariat. Relevant changes The FETP was included in the Ministry of Health workforce development strategy through governmental decree. Curricula have been enhanced and field placements strengthened to provide trainees with better learning experiences. To improve sustainability of the FETP, links were established with the Indonesian Epidemiologists' Association, local governments and donors to cultivate future FETP champions and maintain funding. Courses, competitions and discussion forums were established for field supervisors and alumni. These changes have increased the geographic distribution of students, intersectoral and international participation and the quality of student performance. Lessons learnt The main lesson learnt is that linkages with universities, ministries and international agencies such as the World Health Organization are critical for building a sustainable high-quality programme. The most critical factors were development of trusting relationships and clear definitions of the responsibilities of each stakeholder.Une traduction en français de ce résumé figure à la fin de l'article. Al final del artículo se facilita una traducción al español. ‫املقالة.‬ ‫لهذه‬ ‫الكامل‬ ‫النص‬ ‫نهاية‬ ‫يف‬ ‫الخالصة‬ ‫لهذه‬ ‫العربية‬ ‫الرتجمة‬

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Strengthening field-based training in low and middle-income countries to build public health capacity: Lessons from Australia's Master of Applied Epidemiology program

Cited by 14 publications

References 40 publications

Strengthening health workforce capacity through work-based training

Strengthening health workforce capacity through work-based training

Landscaping capacity-building initiatives in epidemiology in India: bridging the demand–supply gap

Strengthening Indonesia’s Field Epidemiology Training Programme to address International Health Regulations requirements

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