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Training for impact : the socio-economic impact of a fit for purpose health workforce on communities

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Abstract
Across the globe, a "fit for purpose" health professional workforce is needed to meet health needs and challenges while capitalizing on existing resources and strengths of communities. However, the socio-economic impact of educating and deploying a fit for purpose health workforce can be challenging to evaluate. In this paper, we provide a brief overview of six promising strategies and interventions that provide context-relevant health professional education within the health system. The strategies focused on in the paper are: 1. Distributed community-engaged learning: Education occurs in or near underserved communities using a variety of educational modalities including distance learning. Communities served provide input into and actively I participate in the education process. 2. Curriculum aligned with health needs: The health and social needs of targeted communities guide education, research and service programmes. 3. Fit for purpose workers: Education and career tracks are designed to meet the needs of the communities served. This includes cadres such as community health workers, accelerated medically trained clinicians and extended generalists. 4. Gender and social empowerment: Ensuring a diverse workforce that includes women having equal opportunity in education and are supported in their delivery of health services. 5. Interprofessional training: Teaching the knowledge, skills and attitudes for working in effective teams across professions. 6. South-south and north-south partnerships: Sharing of best practices and resources within and between countries. In sum, the sharing of resources, the development of a diverse and interprofessional workforce, the advancement of primary care and a strong community focus all contribute to a world where transformational education improves community health and maximizes the social and economic return on investment.
Keywords
Health workforce education, Economic impact, Social impact, Social accountability, Social determinants of health, Distributed learning, Community engagement, Interprofessional education, Primary care, SCHOOL-OF-MEDICINE, MIDWIFERY EDUCATION, PRIMARY-CARE, UNIVERSITY, SYSTEMS, OUTCOMES, DISEASE, REMOTE, WORLD, COST

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Chicago
Pálsdóttir, Björg, Jean Barry, Andreia Bruno, Hugh Barr, Amy Clithero, Nadia Cobb, Jan De Maeseneer, et al. 2016. “Training for Impact : the Socio-economic Impact of a Fit for Purpose Health Workforce on Communities.” Human Resources for Health 14.
APA
Pálsdóttir, B., Barry, J., Bruno, A., Barr, H., Clithero, A., Cobb, N., De Maeseneer, J., et al. (2016). Training for impact : the socio-economic impact of a fit for purpose health workforce on communities. HUMAN RESOURCES FOR HEALTH, 14.
Vancouver
1.
Pálsdóttir B, Barry J, Bruno A, Barr H, Clithero A, Cobb N, et al. Training for impact : the socio-economic impact of a fit for purpose health workforce on communities. HUMAN RESOURCES FOR HEALTH. 2016;14.
MLA
Pálsdóttir, Björg, Jean Barry, Andreia Bruno, et al. “Training for Impact : the Socio-economic Impact of a Fit for Purpose Health Workforce on Communities.” HUMAN RESOURCES FOR HEALTH 14 (2016): n. pag. Print.
@article{8503408,
  abstract     = {Across the globe, a {\textacutedbl}fit for purpose{\textacutedbl} health professional workforce is needed to meet health needs and challenges while capitalizing on existing resources and strengths of communities. However, the socio-economic impact of educating and deploying a fit for purpose health workforce can be challenging to evaluate. In this paper, we provide a brief overview of six promising strategies and interventions that provide context-relevant health professional education within the health system. The strategies focused on in the paper are: 
1. Distributed community-engaged learning: Education occurs in or near underserved communities using a variety of educational modalities including distance learning. Communities served provide input into and actively I participate in the education process. 
2. Curriculum aligned with health needs: The health and social needs of targeted communities guide education, research and service programmes. 
3. Fit for purpose workers: Education and career tracks are designed to meet the needs of the communities served. This includes cadres such as community health workers, accelerated medically trained clinicians and extended generalists. 
4. Gender and social empowerment: Ensuring a diverse workforce that includes women having equal opportunity in education and are supported in their delivery of health services. 
5. Interprofessional training: Teaching the knowledge, skills and attitudes for working in effective teams across professions. 
6. South-south and north-south partnerships: Sharing of best practices and resources within and between countries. In sum, the sharing of resources, the development of a diverse and interprofessional workforce, the advancement of primary care and a strong community focus all contribute to a world where transformational education improves community health and maximizes the social and economic return on investment.},
  articleno    = {49},
  author       = {P{\'a}lsd{\'o}ttir, Bj{\"o}rg and Barry, Jean and Bruno, Andreia and Barr, Hugh and Clithero, Amy and Cobb, Nadia and De Maeseneer, Jan and Kiguli-Malwadde, Elsie and Neusy, Andr{\'e}-Jacques and Reeves, Scott and Strasser, Roger and Worley, Paul},
  issn         = {1478-4491},
  journal      = {HUMAN RESOURCES FOR HEALTH},
  keyword      = {Health workforce education,Economic impact,Social impact,Social accountability,Social determinants of health,Distributed learning,Community engagement,Interprofessional education,Primary care,SCHOOL-OF-MEDICINE,MIDWIFERY EDUCATION,PRIMARY-CARE,UNIVERSITY,SYSTEMS,OUTCOMES,DISEASE,REMOTE,WORLD,COST},
  language     = {eng},
  pages        = {9},
  title        = {Training for impact : the socio-economic impact of a fit for purpose health workforce on communities},
  url          = {http://dx.doi.org/10.1186/s12960-016-0143-6},
  volume       = {14},
  year         = {2016},
}

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