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Sentrum vir Gesondheidsberoepe Onderwys Centre for Health Professions EducationFakulteit Geneeskunde en Gesondheidswetenskappe Faculty of Medicine and Health Sciences
THEME 1
CHANGE AGENT FOR THE 21ST CENTURY
Session 1-2 Change agent in an unknown
futureProf Ben van Heerden
Centre for Health Professions EducationFaculty of Medicine and Health Sciences
Stellenbosch University
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Recent developments
bull International and national developments in the training of health care professionalsbull Transformative learning and
interdependence in educationbull Graduate attributes
bull Developments in leadership and management theory (discussed in sessions 3-4)
bull Future of Medical Education in Canada (2010)
bull Tomorrowrsquos doctors (GMC 2009)
bull Reform in educating physicians (Carnegie Foundation 2010)
bull Revisiting medical education at a time of expansion (Macy Foundation 2008)
bull A snapshot of medical student education in the USA and Canada (AAMC)
bull Global consensus for Social Accountability of Medical Schools (2010)
International trends in HSE
bull Health professionals for a new century transforming education to strengthen health systems in an interdependent world (wwwthelancetcom20103761923-1958)
International trends in HSE
South African trends and priorities
bull Re-engineering primary health care in SA (SA Department of Health)
bull The contribution of South African curricula to prepare health professionals for working in rural or under-served areas in South Africa A peer review evaluation (SAMJ 201110134-38)
bull The human resource supply constraint The case of doctors (Econex Health Reform Note 8 November 2010)
Lancet Commission Report
J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Century after Flexnerrsquos report ndash all is not wellbull Gaps and inequities in health carebull New infectious environmental and
behavioural risks in context of rapid demographic and epidemiological transitions
bull Health systems complex and costly
Professional education has not kept pace ndash fragmented outdated amp static curricula and ill equipped graduates
bull Mismatch of competencies to patientpopulation needs
bull Poor teamwork skillsbull Narrow technical focus lacking broader contextual
understandingbull Episodic patient encounters rather than continuous
carebull Predominant hospital orientation at expense of PHCbull Weak leadership skills to improve health system
performancebull Professional ldquotribalismrdquo
Lancet Commission Report
Science based Problem based Systems based
1900 2000+
Instructional
Scientificcurriculum
Problem-based learning
Competency drivenGlobal-local
Institutional
University based
Academic centres
Health-Education systems
Innovations
Lecturer centred
Basic sciences lectures
Student centred
Small group
Patient and population centred
Inter and transprofessional
IT empowered learning
Leadership policy and management skills
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Curriculum
Educationalobjectives
Assessment
Health needsof population
Competencies
OutcomesCurriculum
Assessment
Traditional educational model
Competency-based educational model
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Provision
Demand
Needs
Population
Needs
Demand
Provision
Labour market for
health professional
s
EducationSystem
HealthSystem
Supply of health
workforce
Demand for health workforce
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HSE
Institutional design
Instructional design
Interdependencein Education
Transformative learning
Proposed Outcomes
KEY DIMENSIONS OFEDUCATION SYSTEM
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Three levels of learning
bull Informative learningLearning of knowledge and skills required to become technical expert
bull Formative learningLearning of attitudes values and norms required to become a professional
bull Transformative learning
Transformative learning
bull Aim Leadership attributesbull Outcome Change agentsbull Three fundamental shifts from
bull Rote learning higher level of cognitive functioning
bull Seeking professional credentials achieving core competencies for effective teamwork
bull Non-critical adoption of educational models creative adaptation of global resources to address local priorities
Interdependence in Education
bull Key element in systems-based educational approach
bull Underscores the ways in which various components of the systems interact
bull Three fundamental shifts frombull Isolated harmonised education and health
systemsbull Standalone institutions networks alliances
and consortiabull Inwardly-focused institutions creative use of
global educational content teaching resources and innovations
Transformative
Learning
Interdependencein
Education
Health EquityPatient-centred Population
based
LeadersChange agents
Inter and transprofessionalteams
Task sharingLocally responsive
Globally connected
Open educationalresources
Competency-based
Responsive to rapidlychanging needs
Creative use of IT
VISIONAdapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HP for the 21st Century
TransformativeLearning
Interdependencein Education
Leaders ampChange agents
Three Shifts1 Rote learning to
analysis synthesis2 Seeking credentials to
teamwork competencies3 Educational models to
global resources
Competency-driven instructional Design
Needs of Society andHealth Systems
Competencies as OutcomesCurriculum
Three Shifts1 Isolated to harmonised
Edu amp Health Systems2 Standalone Institutions
to Networks AlliancesConsortia
3 Inward looking to Globalflow of educationalcontent resources innovation
Inter- amp Transprofessional Teams
Task sharing
Globally connectedLocally responsive
Open Educational Resources (OER)
Harmonised Education and Health Systems
Outcomes
GRADUATE ATTRIBUTES
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Graduate attributes
bull ldquohellipthe qualities skills and understandings a university community agrees its students should develop during their time with the institution
bull These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university course
bull They are qualities that also prepare graduates as agents of social good in an unknown futurerdquo
Bowden et al (2000)
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Recent developments
bull International and national developments in the training of health care professionalsbull Transformative learning and
interdependence in educationbull Graduate attributes
bull Developments in leadership and management theory (discussed in sessions 3-4)
bull Future of Medical Education in Canada (2010)
bull Tomorrowrsquos doctors (GMC 2009)
bull Reform in educating physicians (Carnegie Foundation 2010)
bull Revisiting medical education at a time of expansion (Macy Foundation 2008)
bull A snapshot of medical student education in the USA and Canada (AAMC)
bull Global consensus for Social Accountability of Medical Schools (2010)
International trends in HSE
bull Health professionals for a new century transforming education to strengthen health systems in an interdependent world (wwwthelancetcom20103761923-1958)
International trends in HSE
South African trends and priorities
bull Re-engineering primary health care in SA (SA Department of Health)
bull The contribution of South African curricula to prepare health professionals for working in rural or under-served areas in South Africa A peer review evaluation (SAMJ 201110134-38)
bull The human resource supply constraint The case of doctors (Econex Health Reform Note 8 November 2010)
Lancet Commission Report
J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Century after Flexnerrsquos report ndash all is not wellbull Gaps and inequities in health carebull New infectious environmental and
behavioural risks in context of rapid demographic and epidemiological transitions
bull Health systems complex and costly
Professional education has not kept pace ndash fragmented outdated amp static curricula and ill equipped graduates
bull Mismatch of competencies to patientpopulation needs
bull Poor teamwork skillsbull Narrow technical focus lacking broader contextual
understandingbull Episodic patient encounters rather than continuous
carebull Predominant hospital orientation at expense of PHCbull Weak leadership skills to improve health system
performancebull Professional ldquotribalismrdquo
Lancet Commission Report
Science based Problem based Systems based
1900 2000+
Instructional
Scientificcurriculum
Problem-based learning
Competency drivenGlobal-local
Institutional
University based
Academic centres
Health-Education systems
Innovations
Lecturer centred
Basic sciences lectures
Student centred
Small group
Patient and population centred
Inter and transprofessional
IT empowered learning
Leadership policy and management skills
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Curriculum
Educationalobjectives
Assessment
Health needsof population
Competencies
OutcomesCurriculum
Assessment
Traditional educational model
Competency-based educational model
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Provision
Demand
Needs
Population
Needs
Demand
Provision
Labour market for
health professional
s
EducationSystem
HealthSystem
Supply of health
workforce
Demand for health workforce
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HSE
Institutional design
Instructional design
Interdependencein Education
Transformative learning
Proposed Outcomes
KEY DIMENSIONS OFEDUCATION SYSTEM
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Three levels of learning
bull Informative learningLearning of knowledge and skills required to become technical expert
bull Formative learningLearning of attitudes values and norms required to become a professional
bull Transformative learning
Transformative learning
bull Aim Leadership attributesbull Outcome Change agentsbull Three fundamental shifts from
bull Rote learning higher level of cognitive functioning
bull Seeking professional credentials achieving core competencies for effective teamwork
bull Non-critical adoption of educational models creative adaptation of global resources to address local priorities
Interdependence in Education
bull Key element in systems-based educational approach
bull Underscores the ways in which various components of the systems interact
bull Three fundamental shifts frombull Isolated harmonised education and health
systemsbull Standalone institutions networks alliances
and consortiabull Inwardly-focused institutions creative use of
global educational content teaching resources and innovations
Transformative
Learning
Interdependencein
Education
Health EquityPatient-centred Population
based
LeadersChange agents
Inter and transprofessionalteams
Task sharingLocally responsive
Globally connected
Open educationalresources
Competency-based
Responsive to rapidlychanging needs
Creative use of IT
VISIONAdapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HP for the 21st Century
TransformativeLearning
Interdependencein Education
Leaders ampChange agents
Three Shifts1 Rote learning to
analysis synthesis2 Seeking credentials to
teamwork competencies3 Educational models to
global resources
Competency-driven instructional Design
Needs of Society andHealth Systems
Competencies as OutcomesCurriculum
Three Shifts1 Isolated to harmonised
Edu amp Health Systems2 Standalone Institutions
to Networks AlliancesConsortia
3 Inward looking to Globalflow of educationalcontent resources innovation
Inter- amp Transprofessional Teams
Task sharing
Globally connectedLocally responsive
Open Educational Resources (OER)
Harmonised Education and Health Systems
Outcomes
GRADUATE ATTRIBUTES
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Graduate attributes
bull ldquohellipthe qualities skills and understandings a university community agrees its students should develop during their time with the institution
bull These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university course
bull They are qualities that also prepare graduates as agents of social good in an unknown futurerdquo
Bowden et al (2000)
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Recent developments
bull International and national developments in the training of health care professionalsbull Transformative learning and
interdependence in educationbull Graduate attributes
bull Developments in leadership and management theory (discussed in sessions 3-4)
bull Future of Medical Education in Canada (2010)
bull Tomorrowrsquos doctors (GMC 2009)
bull Reform in educating physicians (Carnegie Foundation 2010)
bull Revisiting medical education at a time of expansion (Macy Foundation 2008)
bull A snapshot of medical student education in the USA and Canada (AAMC)
bull Global consensus for Social Accountability of Medical Schools (2010)
International trends in HSE
bull Health professionals for a new century transforming education to strengthen health systems in an interdependent world (wwwthelancetcom20103761923-1958)
International trends in HSE
South African trends and priorities
bull Re-engineering primary health care in SA (SA Department of Health)
bull The contribution of South African curricula to prepare health professionals for working in rural or under-served areas in South Africa A peer review evaluation (SAMJ 201110134-38)
bull The human resource supply constraint The case of doctors (Econex Health Reform Note 8 November 2010)
Lancet Commission Report
J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Century after Flexnerrsquos report ndash all is not wellbull Gaps and inequities in health carebull New infectious environmental and
behavioural risks in context of rapid demographic and epidemiological transitions
bull Health systems complex and costly
Professional education has not kept pace ndash fragmented outdated amp static curricula and ill equipped graduates
bull Mismatch of competencies to patientpopulation needs
bull Poor teamwork skillsbull Narrow technical focus lacking broader contextual
understandingbull Episodic patient encounters rather than continuous
carebull Predominant hospital orientation at expense of PHCbull Weak leadership skills to improve health system
performancebull Professional ldquotribalismrdquo
Lancet Commission Report
Science based Problem based Systems based
1900 2000+
Instructional
Scientificcurriculum
Problem-based learning
Competency drivenGlobal-local
Institutional
University based
Academic centres
Health-Education systems
Innovations
Lecturer centred
Basic sciences lectures
Student centred
Small group
Patient and population centred
Inter and transprofessional
IT empowered learning
Leadership policy and management skills
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Curriculum
Educationalobjectives
Assessment
Health needsof population
Competencies
OutcomesCurriculum
Assessment
Traditional educational model
Competency-based educational model
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Provision
Demand
Needs
Population
Needs
Demand
Provision
Labour market for
health professional
s
EducationSystem
HealthSystem
Supply of health
workforce
Demand for health workforce
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HSE
Institutional design
Instructional design
Interdependencein Education
Transformative learning
Proposed Outcomes
KEY DIMENSIONS OFEDUCATION SYSTEM
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Three levels of learning
bull Informative learningLearning of knowledge and skills required to become technical expert
bull Formative learningLearning of attitudes values and norms required to become a professional
bull Transformative learning
Transformative learning
bull Aim Leadership attributesbull Outcome Change agentsbull Three fundamental shifts from
bull Rote learning higher level of cognitive functioning
bull Seeking professional credentials achieving core competencies for effective teamwork
bull Non-critical adoption of educational models creative adaptation of global resources to address local priorities
Interdependence in Education
bull Key element in systems-based educational approach
bull Underscores the ways in which various components of the systems interact
bull Three fundamental shifts frombull Isolated harmonised education and health
systemsbull Standalone institutions networks alliances
and consortiabull Inwardly-focused institutions creative use of
global educational content teaching resources and innovations
Transformative
Learning
Interdependencein
Education
Health EquityPatient-centred Population
based
LeadersChange agents
Inter and transprofessionalteams
Task sharingLocally responsive
Globally connected
Open educationalresources
Competency-based
Responsive to rapidlychanging needs
Creative use of IT
VISIONAdapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HP for the 21st Century
TransformativeLearning
Interdependencein Education
Leaders ampChange agents
Three Shifts1 Rote learning to
analysis synthesis2 Seeking credentials to
teamwork competencies3 Educational models to
global resources
Competency-driven instructional Design
Needs of Society andHealth Systems
Competencies as OutcomesCurriculum
Three Shifts1 Isolated to harmonised
Edu amp Health Systems2 Standalone Institutions
to Networks AlliancesConsortia
3 Inward looking to Globalflow of educationalcontent resources innovation
Inter- amp Transprofessional Teams
Task sharing
Globally connectedLocally responsive
Open Educational Resources (OER)
Harmonised Education and Health Systems
Outcomes
GRADUATE ATTRIBUTES
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Graduate attributes
bull ldquohellipthe qualities skills and understandings a university community agrees its students should develop during their time with the institution
bull These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university course
bull They are qualities that also prepare graduates as agents of social good in an unknown futurerdquo
Bowden et al (2000)
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
bull Future of Medical Education in Canada (2010)
bull Tomorrowrsquos doctors (GMC 2009)
bull Reform in educating physicians (Carnegie Foundation 2010)
bull Revisiting medical education at a time of expansion (Macy Foundation 2008)
bull A snapshot of medical student education in the USA and Canada (AAMC)
bull Global consensus for Social Accountability of Medical Schools (2010)
International trends in HSE
bull Health professionals for a new century transforming education to strengthen health systems in an interdependent world (wwwthelancetcom20103761923-1958)
International trends in HSE
South African trends and priorities
bull Re-engineering primary health care in SA (SA Department of Health)
bull The contribution of South African curricula to prepare health professionals for working in rural or under-served areas in South Africa A peer review evaluation (SAMJ 201110134-38)
bull The human resource supply constraint The case of doctors (Econex Health Reform Note 8 November 2010)
Lancet Commission Report
J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Century after Flexnerrsquos report ndash all is not wellbull Gaps and inequities in health carebull New infectious environmental and
behavioural risks in context of rapid demographic and epidemiological transitions
bull Health systems complex and costly
Professional education has not kept pace ndash fragmented outdated amp static curricula and ill equipped graduates
bull Mismatch of competencies to patientpopulation needs
bull Poor teamwork skillsbull Narrow technical focus lacking broader contextual
understandingbull Episodic patient encounters rather than continuous
carebull Predominant hospital orientation at expense of PHCbull Weak leadership skills to improve health system
performancebull Professional ldquotribalismrdquo
Lancet Commission Report
Science based Problem based Systems based
1900 2000+
Instructional
Scientificcurriculum
Problem-based learning
Competency drivenGlobal-local
Institutional
University based
Academic centres
Health-Education systems
Innovations
Lecturer centred
Basic sciences lectures
Student centred
Small group
Patient and population centred
Inter and transprofessional
IT empowered learning
Leadership policy and management skills
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Curriculum
Educationalobjectives
Assessment
Health needsof population
Competencies
OutcomesCurriculum
Assessment
Traditional educational model
Competency-based educational model
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Provision
Demand
Needs
Population
Needs
Demand
Provision
Labour market for
health professional
s
EducationSystem
HealthSystem
Supply of health
workforce
Demand for health workforce
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HSE
Institutional design
Instructional design
Interdependencein Education
Transformative learning
Proposed Outcomes
KEY DIMENSIONS OFEDUCATION SYSTEM
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Three levels of learning
bull Informative learningLearning of knowledge and skills required to become technical expert
bull Formative learningLearning of attitudes values and norms required to become a professional
bull Transformative learning
Transformative learning
bull Aim Leadership attributesbull Outcome Change agentsbull Three fundamental shifts from
bull Rote learning higher level of cognitive functioning
bull Seeking professional credentials achieving core competencies for effective teamwork
bull Non-critical adoption of educational models creative adaptation of global resources to address local priorities
Interdependence in Education
bull Key element in systems-based educational approach
bull Underscores the ways in which various components of the systems interact
bull Three fundamental shifts frombull Isolated harmonised education and health
systemsbull Standalone institutions networks alliances
and consortiabull Inwardly-focused institutions creative use of
global educational content teaching resources and innovations
Transformative
Learning
Interdependencein
Education
Health EquityPatient-centred Population
based
LeadersChange agents
Inter and transprofessionalteams
Task sharingLocally responsive
Globally connected
Open educationalresources
Competency-based
Responsive to rapidlychanging needs
Creative use of IT
VISIONAdapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HP for the 21st Century
TransformativeLearning
Interdependencein Education
Leaders ampChange agents
Three Shifts1 Rote learning to
analysis synthesis2 Seeking credentials to
teamwork competencies3 Educational models to
global resources
Competency-driven instructional Design
Needs of Society andHealth Systems
Competencies as OutcomesCurriculum
Three Shifts1 Isolated to harmonised
Edu amp Health Systems2 Standalone Institutions
to Networks AlliancesConsortia
3 Inward looking to Globalflow of educationalcontent resources innovation
Inter- amp Transprofessional Teams
Task sharing
Globally connectedLocally responsive
Open Educational Resources (OER)
Harmonised Education and Health Systems
Outcomes
GRADUATE ATTRIBUTES
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Graduate attributes
bull ldquohellipthe qualities skills and understandings a university community agrees its students should develop during their time with the institution
bull These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university course
bull They are qualities that also prepare graduates as agents of social good in an unknown futurerdquo
Bowden et al (2000)
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
bull Health professionals for a new century transforming education to strengthen health systems in an interdependent world (wwwthelancetcom20103761923-1958)
International trends in HSE
South African trends and priorities
bull Re-engineering primary health care in SA (SA Department of Health)
bull The contribution of South African curricula to prepare health professionals for working in rural or under-served areas in South Africa A peer review evaluation (SAMJ 201110134-38)
bull The human resource supply constraint The case of doctors (Econex Health Reform Note 8 November 2010)
Lancet Commission Report
J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Century after Flexnerrsquos report ndash all is not wellbull Gaps and inequities in health carebull New infectious environmental and
behavioural risks in context of rapid demographic and epidemiological transitions
bull Health systems complex and costly
Professional education has not kept pace ndash fragmented outdated amp static curricula and ill equipped graduates
bull Mismatch of competencies to patientpopulation needs
bull Poor teamwork skillsbull Narrow technical focus lacking broader contextual
understandingbull Episodic patient encounters rather than continuous
carebull Predominant hospital orientation at expense of PHCbull Weak leadership skills to improve health system
performancebull Professional ldquotribalismrdquo
Lancet Commission Report
Science based Problem based Systems based
1900 2000+
Instructional
Scientificcurriculum
Problem-based learning
Competency drivenGlobal-local
Institutional
University based
Academic centres
Health-Education systems
Innovations
Lecturer centred
Basic sciences lectures
Student centred
Small group
Patient and population centred
Inter and transprofessional
IT empowered learning
Leadership policy and management skills
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Curriculum
Educationalobjectives
Assessment
Health needsof population
Competencies
OutcomesCurriculum
Assessment
Traditional educational model
Competency-based educational model
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Provision
Demand
Needs
Population
Needs
Demand
Provision
Labour market for
health professional
s
EducationSystem
HealthSystem
Supply of health
workforce
Demand for health workforce
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HSE
Institutional design
Instructional design
Interdependencein Education
Transformative learning
Proposed Outcomes
KEY DIMENSIONS OFEDUCATION SYSTEM
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Three levels of learning
bull Informative learningLearning of knowledge and skills required to become technical expert
bull Formative learningLearning of attitudes values and norms required to become a professional
bull Transformative learning
Transformative learning
bull Aim Leadership attributesbull Outcome Change agentsbull Three fundamental shifts from
bull Rote learning higher level of cognitive functioning
bull Seeking professional credentials achieving core competencies for effective teamwork
bull Non-critical adoption of educational models creative adaptation of global resources to address local priorities
Interdependence in Education
bull Key element in systems-based educational approach
bull Underscores the ways in which various components of the systems interact
bull Three fundamental shifts frombull Isolated harmonised education and health
systemsbull Standalone institutions networks alliances
and consortiabull Inwardly-focused institutions creative use of
global educational content teaching resources and innovations
Transformative
Learning
Interdependencein
Education
Health EquityPatient-centred Population
based
LeadersChange agents
Inter and transprofessionalteams
Task sharingLocally responsive
Globally connected
Open educationalresources
Competency-based
Responsive to rapidlychanging needs
Creative use of IT
VISIONAdapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HP for the 21st Century
TransformativeLearning
Interdependencein Education
Leaders ampChange agents
Three Shifts1 Rote learning to
analysis synthesis2 Seeking credentials to
teamwork competencies3 Educational models to
global resources
Competency-driven instructional Design
Needs of Society andHealth Systems
Competencies as OutcomesCurriculum
Three Shifts1 Isolated to harmonised
Edu amp Health Systems2 Standalone Institutions
to Networks AlliancesConsortia
3 Inward looking to Globalflow of educationalcontent resources innovation
Inter- amp Transprofessional Teams
Task sharing
Globally connectedLocally responsive
Open Educational Resources (OER)
Harmonised Education and Health Systems
Outcomes
GRADUATE ATTRIBUTES
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Graduate attributes
bull ldquohellipthe qualities skills and understandings a university community agrees its students should develop during their time with the institution
bull These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university course
bull They are qualities that also prepare graduates as agents of social good in an unknown futurerdquo
Bowden et al (2000)
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
South African trends and priorities
bull Re-engineering primary health care in SA (SA Department of Health)
bull The contribution of South African curricula to prepare health professionals for working in rural or under-served areas in South Africa A peer review evaluation (SAMJ 201110134-38)
bull The human resource supply constraint The case of doctors (Econex Health Reform Note 8 November 2010)
Lancet Commission Report
J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Century after Flexnerrsquos report ndash all is not wellbull Gaps and inequities in health carebull New infectious environmental and
behavioural risks in context of rapid demographic and epidemiological transitions
bull Health systems complex and costly
Professional education has not kept pace ndash fragmented outdated amp static curricula and ill equipped graduates
bull Mismatch of competencies to patientpopulation needs
bull Poor teamwork skillsbull Narrow technical focus lacking broader contextual
understandingbull Episodic patient encounters rather than continuous
carebull Predominant hospital orientation at expense of PHCbull Weak leadership skills to improve health system
performancebull Professional ldquotribalismrdquo
Lancet Commission Report
Science based Problem based Systems based
1900 2000+
Instructional
Scientificcurriculum
Problem-based learning
Competency drivenGlobal-local
Institutional
University based
Academic centres
Health-Education systems
Innovations
Lecturer centred
Basic sciences lectures
Student centred
Small group
Patient and population centred
Inter and transprofessional
IT empowered learning
Leadership policy and management skills
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Curriculum
Educationalobjectives
Assessment
Health needsof population
Competencies
OutcomesCurriculum
Assessment
Traditional educational model
Competency-based educational model
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Provision
Demand
Needs
Population
Needs
Demand
Provision
Labour market for
health professional
s
EducationSystem
HealthSystem
Supply of health
workforce
Demand for health workforce
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HSE
Institutional design
Instructional design
Interdependencein Education
Transformative learning
Proposed Outcomes
KEY DIMENSIONS OFEDUCATION SYSTEM
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Three levels of learning
bull Informative learningLearning of knowledge and skills required to become technical expert
bull Formative learningLearning of attitudes values and norms required to become a professional
bull Transformative learning
Transformative learning
bull Aim Leadership attributesbull Outcome Change agentsbull Three fundamental shifts from
bull Rote learning higher level of cognitive functioning
bull Seeking professional credentials achieving core competencies for effective teamwork
bull Non-critical adoption of educational models creative adaptation of global resources to address local priorities
Interdependence in Education
bull Key element in systems-based educational approach
bull Underscores the ways in which various components of the systems interact
bull Three fundamental shifts frombull Isolated harmonised education and health
systemsbull Standalone institutions networks alliances
and consortiabull Inwardly-focused institutions creative use of
global educational content teaching resources and innovations
Transformative
Learning
Interdependencein
Education
Health EquityPatient-centred Population
based
LeadersChange agents
Inter and transprofessionalteams
Task sharingLocally responsive
Globally connected
Open educationalresources
Competency-based
Responsive to rapidlychanging needs
Creative use of IT
VISIONAdapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HP for the 21st Century
TransformativeLearning
Interdependencein Education
Leaders ampChange agents
Three Shifts1 Rote learning to
analysis synthesis2 Seeking credentials to
teamwork competencies3 Educational models to
global resources
Competency-driven instructional Design
Needs of Society andHealth Systems
Competencies as OutcomesCurriculum
Three Shifts1 Isolated to harmonised
Edu amp Health Systems2 Standalone Institutions
to Networks AlliancesConsortia
3 Inward looking to Globalflow of educationalcontent resources innovation
Inter- amp Transprofessional Teams
Task sharing
Globally connectedLocally responsive
Open Educational Resources (OER)
Harmonised Education and Health Systems
Outcomes
GRADUATE ATTRIBUTES
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Graduate attributes
bull ldquohellipthe qualities skills and understandings a university community agrees its students should develop during their time with the institution
bull These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university course
bull They are qualities that also prepare graduates as agents of social good in an unknown futurerdquo
Bowden et al (2000)
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Lancet Commission Report
J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Century after Flexnerrsquos report ndash all is not wellbull Gaps and inequities in health carebull New infectious environmental and
behavioural risks in context of rapid demographic and epidemiological transitions
bull Health systems complex and costly
Professional education has not kept pace ndash fragmented outdated amp static curricula and ill equipped graduates
bull Mismatch of competencies to patientpopulation needs
bull Poor teamwork skillsbull Narrow technical focus lacking broader contextual
understandingbull Episodic patient encounters rather than continuous
carebull Predominant hospital orientation at expense of PHCbull Weak leadership skills to improve health system
performancebull Professional ldquotribalismrdquo
Lancet Commission Report
Science based Problem based Systems based
1900 2000+
Instructional
Scientificcurriculum
Problem-based learning
Competency drivenGlobal-local
Institutional
University based
Academic centres
Health-Education systems
Innovations
Lecturer centred
Basic sciences lectures
Student centred
Small group
Patient and population centred
Inter and transprofessional
IT empowered learning
Leadership policy and management skills
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Curriculum
Educationalobjectives
Assessment
Health needsof population
Competencies
OutcomesCurriculum
Assessment
Traditional educational model
Competency-based educational model
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Provision
Demand
Needs
Population
Needs
Demand
Provision
Labour market for
health professional
s
EducationSystem
HealthSystem
Supply of health
workforce
Demand for health workforce
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HSE
Institutional design
Instructional design
Interdependencein Education
Transformative learning
Proposed Outcomes
KEY DIMENSIONS OFEDUCATION SYSTEM
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Three levels of learning
bull Informative learningLearning of knowledge and skills required to become technical expert
bull Formative learningLearning of attitudes values and norms required to become a professional
bull Transformative learning
Transformative learning
bull Aim Leadership attributesbull Outcome Change agentsbull Three fundamental shifts from
bull Rote learning higher level of cognitive functioning
bull Seeking professional credentials achieving core competencies for effective teamwork
bull Non-critical adoption of educational models creative adaptation of global resources to address local priorities
Interdependence in Education
bull Key element in systems-based educational approach
bull Underscores the ways in which various components of the systems interact
bull Three fundamental shifts frombull Isolated harmonised education and health
systemsbull Standalone institutions networks alliances
and consortiabull Inwardly-focused institutions creative use of
global educational content teaching resources and innovations
Transformative
Learning
Interdependencein
Education
Health EquityPatient-centred Population
based
LeadersChange agents
Inter and transprofessionalteams
Task sharingLocally responsive
Globally connected
Open educationalresources
Competency-based
Responsive to rapidlychanging needs
Creative use of IT
VISIONAdapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HP for the 21st Century
TransformativeLearning
Interdependencein Education
Leaders ampChange agents
Three Shifts1 Rote learning to
analysis synthesis2 Seeking credentials to
teamwork competencies3 Educational models to
global resources
Competency-driven instructional Design
Needs of Society andHealth Systems
Competencies as OutcomesCurriculum
Three Shifts1 Isolated to harmonised
Edu amp Health Systems2 Standalone Institutions
to Networks AlliancesConsortia
3 Inward looking to Globalflow of educationalcontent resources innovation
Inter- amp Transprofessional Teams
Task sharing
Globally connectedLocally responsive
Open Educational Resources (OER)
Harmonised Education and Health Systems
Outcomes
GRADUATE ATTRIBUTES
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Graduate attributes
bull ldquohellipthe qualities skills and understandings a university community agrees its students should develop during their time with the institution
bull These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university course
bull They are qualities that also prepare graduates as agents of social good in an unknown futurerdquo
Bowden et al (2000)
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Professional education has not kept pace ndash fragmented outdated amp static curricula and ill equipped graduates
bull Mismatch of competencies to patientpopulation needs
bull Poor teamwork skillsbull Narrow technical focus lacking broader contextual
understandingbull Episodic patient encounters rather than continuous
carebull Predominant hospital orientation at expense of PHCbull Weak leadership skills to improve health system
performancebull Professional ldquotribalismrdquo
Lancet Commission Report
Science based Problem based Systems based
1900 2000+
Instructional
Scientificcurriculum
Problem-based learning
Competency drivenGlobal-local
Institutional
University based
Academic centres
Health-Education systems
Innovations
Lecturer centred
Basic sciences lectures
Student centred
Small group
Patient and population centred
Inter and transprofessional
IT empowered learning
Leadership policy and management skills
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Curriculum
Educationalobjectives
Assessment
Health needsof population
Competencies
OutcomesCurriculum
Assessment
Traditional educational model
Competency-based educational model
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Provision
Demand
Needs
Population
Needs
Demand
Provision
Labour market for
health professional
s
EducationSystem
HealthSystem
Supply of health
workforce
Demand for health workforce
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HSE
Institutional design
Instructional design
Interdependencein Education
Transformative learning
Proposed Outcomes
KEY DIMENSIONS OFEDUCATION SYSTEM
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Three levels of learning
bull Informative learningLearning of knowledge and skills required to become technical expert
bull Formative learningLearning of attitudes values and norms required to become a professional
bull Transformative learning
Transformative learning
bull Aim Leadership attributesbull Outcome Change agentsbull Three fundamental shifts from
bull Rote learning higher level of cognitive functioning
bull Seeking professional credentials achieving core competencies for effective teamwork
bull Non-critical adoption of educational models creative adaptation of global resources to address local priorities
Interdependence in Education
bull Key element in systems-based educational approach
bull Underscores the ways in which various components of the systems interact
bull Three fundamental shifts frombull Isolated harmonised education and health
systemsbull Standalone institutions networks alliances
and consortiabull Inwardly-focused institutions creative use of
global educational content teaching resources and innovations
Transformative
Learning
Interdependencein
Education
Health EquityPatient-centred Population
based
LeadersChange agents
Inter and transprofessionalteams
Task sharingLocally responsive
Globally connected
Open educationalresources
Competency-based
Responsive to rapidlychanging needs
Creative use of IT
VISIONAdapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HP for the 21st Century
TransformativeLearning
Interdependencein Education
Leaders ampChange agents
Three Shifts1 Rote learning to
analysis synthesis2 Seeking credentials to
teamwork competencies3 Educational models to
global resources
Competency-driven instructional Design
Needs of Society andHealth Systems
Competencies as OutcomesCurriculum
Three Shifts1 Isolated to harmonised
Edu amp Health Systems2 Standalone Institutions
to Networks AlliancesConsortia
3 Inward looking to Globalflow of educationalcontent resources innovation
Inter- amp Transprofessional Teams
Task sharing
Globally connectedLocally responsive
Open Educational Resources (OER)
Harmonised Education and Health Systems
Outcomes
GRADUATE ATTRIBUTES
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Graduate attributes
bull ldquohellipthe qualities skills and understandings a university community agrees its students should develop during their time with the institution
bull These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university course
bull They are qualities that also prepare graduates as agents of social good in an unknown futurerdquo
Bowden et al (2000)
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Science based Problem based Systems based
1900 2000+
Instructional
Scientificcurriculum
Problem-based learning
Competency drivenGlobal-local
Institutional
University based
Academic centres
Health-Education systems
Innovations
Lecturer centred
Basic sciences lectures
Student centred
Small group
Patient and population centred
Inter and transprofessional
IT empowered learning
Leadership policy and management skills
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Curriculum
Educationalobjectives
Assessment
Health needsof population
Competencies
OutcomesCurriculum
Assessment
Traditional educational model
Competency-based educational model
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Provision
Demand
Needs
Population
Needs
Demand
Provision
Labour market for
health professional
s
EducationSystem
HealthSystem
Supply of health
workforce
Demand for health workforce
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HSE
Institutional design
Instructional design
Interdependencein Education
Transformative learning
Proposed Outcomes
KEY DIMENSIONS OFEDUCATION SYSTEM
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Three levels of learning
bull Informative learningLearning of knowledge and skills required to become technical expert
bull Formative learningLearning of attitudes values and norms required to become a professional
bull Transformative learning
Transformative learning
bull Aim Leadership attributesbull Outcome Change agentsbull Three fundamental shifts from
bull Rote learning higher level of cognitive functioning
bull Seeking professional credentials achieving core competencies for effective teamwork
bull Non-critical adoption of educational models creative adaptation of global resources to address local priorities
Interdependence in Education
bull Key element in systems-based educational approach
bull Underscores the ways in which various components of the systems interact
bull Three fundamental shifts frombull Isolated harmonised education and health
systemsbull Standalone institutions networks alliances
and consortiabull Inwardly-focused institutions creative use of
global educational content teaching resources and innovations
Transformative
Learning
Interdependencein
Education
Health EquityPatient-centred Population
based
LeadersChange agents
Inter and transprofessionalteams
Task sharingLocally responsive
Globally connected
Open educationalresources
Competency-based
Responsive to rapidlychanging needs
Creative use of IT
VISIONAdapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HP for the 21st Century
TransformativeLearning
Interdependencein Education
Leaders ampChange agents
Three Shifts1 Rote learning to
analysis synthesis2 Seeking credentials to
teamwork competencies3 Educational models to
global resources
Competency-driven instructional Design
Needs of Society andHealth Systems
Competencies as OutcomesCurriculum
Three Shifts1 Isolated to harmonised
Edu amp Health Systems2 Standalone Institutions
to Networks AlliancesConsortia
3 Inward looking to Globalflow of educationalcontent resources innovation
Inter- amp Transprofessional Teams
Task sharing
Globally connectedLocally responsive
Open Educational Resources (OER)
Harmonised Education and Health Systems
Outcomes
GRADUATE ATTRIBUTES
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Graduate attributes
bull ldquohellipthe qualities skills and understandings a university community agrees its students should develop during their time with the institution
bull These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university course
bull They are qualities that also prepare graduates as agents of social good in an unknown futurerdquo
Bowden et al (2000)
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Curriculum
Educationalobjectives
Assessment
Health needsof population
Competencies
OutcomesCurriculum
Assessment
Traditional educational model
Competency-based educational model
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Provision
Demand
Needs
Population
Needs
Demand
Provision
Labour market for
health professional
s
EducationSystem
HealthSystem
Supply of health
workforce
Demand for health workforce
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HSE
Institutional design
Instructional design
Interdependencein Education
Transformative learning
Proposed Outcomes
KEY DIMENSIONS OFEDUCATION SYSTEM
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Three levels of learning
bull Informative learningLearning of knowledge and skills required to become technical expert
bull Formative learningLearning of attitudes values and norms required to become a professional
bull Transformative learning
Transformative learning
bull Aim Leadership attributesbull Outcome Change agentsbull Three fundamental shifts from
bull Rote learning higher level of cognitive functioning
bull Seeking professional credentials achieving core competencies for effective teamwork
bull Non-critical adoption of educational models creative adaptation of global resources to address local priorities
Interdependence in Education
bull Key element in systems-based educational approach
bull Underscores the ways in which various components of the systems interact
bull Three fundamental shifts frombull Isolated harmonised education and health
systemsbull Standalone institutions networks alliances
and consortiabull Inwardly-focused institutions creative use of
global educational content teaching resources and innovations
Transformative
Learning
Interdependencein
Education
Health EquityPatient-centred Population
based
LeadersChange agents
Inter and transprofessionalteams
Task sharingLocally responsive
Globally connected
Open educationalresources
Competency-based
Responsive to rapidlychanging needs
Creative use of IT
VISIONAdapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HP for the 21st Century
TransformativeLearning
Interdependencein Education
Leaders ampChange agents
Three Shifts1 Rote learning to
analysis synthesis2 Seeking credentials to
teamwork competencies3 Educational models to
global resources
Competency-driven instructional Design
Needs of Society andHealth Systems
Competencies as OutcomesCurriculum
Three Shifts1 Isolated to harmonised
Edu amp Health Systems2 Standalone Institutions
to Networks AlliancesConsortia
3 Inward looking to Globalflow of educationalcontent resources innovation
Inter- amp Transprofessional Teams
Task sharing
Globally connectedLocally responsive
Open Educational Resources (OER)
Harmonised Education and Health Systems
Outcomes
GRADUATE ATTRIBUTES
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Graduate attributes
bull ldquohellipthe qualities skills and understandings a university community agrees its students should develop during their time with the institution
bull These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university course
bull They are qualities that also prepare graduates as agents of social good in an unknown futurerdquo
Bowden et al (2000)
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Provision
Demand
Needs
Population
Needs
Demand
Provision
Labour market for
health professional
s
EducationSystem
HealthSystem
Supply of health
workforce
Demand for health workforce
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HSE
Institutional design
Instructional design
Interdependencein Education
Transformative learning
Proposed Outcomes
KEY DIMENSIONS OFEDUCATION SYSTEM
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Three levels of learning
bull Informative learningLearning of knowledge and skills required to become technical expert
bull Formative learningLearning of attitudes values and norms required to become a professional
bull Transformative learning
Transformative learning
bull Aim Leadership attributesbull Outcome Change agentsbull Three fundamental shifts from
bull Rote learning higher level of cognitive functioning
bull Seeking professional credentials achieving core competencies for effective teamwork
bull Non-critical adoption of educational models creative adaptation of global resources to address local priorities
Interdependence in Education
bull Key element in systems-based educational approach
bull Underscores the ways in which various components of the systems interact
bull Three fundamental shifts frombull Isolated harmonised education and health
systemsbull Standalone institutions networks alliances
and consortiabull Inwardly-focused institutions creative use of
global educational content teaching resources and innovations
Transformative
Learning
Interdependencein
Education
Health EquityPatient-centred Population
based
LeadersChange agents
Inter and transprofessionalteams
Task sharingLocally responsive
Globally connected
Open educationalresources
Competency-based
Responsive to rapidlychanging needs
Creative use of IT
VISIONAdapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HP for the 21st Century
TransformativeLearning
Interdependencein Education
Leaders ampChange agents
Three Shifts1 Rote learning to
analysis synthesis2 Seeking credentials to
teamwork competencies3 Educational models to
global resources
Competency-driven instructional Design
Needs of Society andHealth Systems
Competencies as OutcomesCurriculum
Three Shifts1 Isolated to harmonised
Edu amp Health Systems2 Standalone Institutions
to Networks AlliancesConsortia
3 Inward looking to Globalflow of educationalcontent resources innovation
Inter- amp Transprofessional Teams
Task sharing
Globally connectedLocally responsive
Open Educational Resources (OER)
Harmonised Education and Health Systems
Outcomes
GRADUATE ATTRIBUTES
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Graduate attributes
bull ldquohellipthe qualities skills and understandings a university community agrees its students should develop during their time with the institution
bull These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university course
bull They are qualities that also prepare graduates as agents of social good in an unknown futurerdquo
Bowden et al (2000)
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Institutional design
Instructional design
Interdependencein Education
Transformative learning
Proposed Outcomes
KEY DIMENSIONS OFEDUCATION SYSTEM
Adapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
Three levels of learning
bull Informative learningLearning of knowledge and skills required to become technical expert
bull Formative learningLearning of attitudes values and norms required to become a professional
bull Transformative learning
Transformative learning
bull Aim Leadership attributesbull Outcome Change agentsbull Three fundamental shifts from
bull Rote learning higher level of cognitive functioning
bull Seeking professional credentials achieving core competencies for effective teamwork
bull Non-critical adoption of educational models creative adaptation of global resources to address local priorities
Interdependence in Education
bull Key element in systems-based educational approach
bull Underscores the ways in which various components of the systems interact
bull Three fundamental shifts frombull Isolated harmonised education and health
systemsbull Standalone institutions networks alliances
and consortiabull Inwardly-focused institutions creative use of
global educational content teaching resources and innovations
Transformative
Learning
Interdependencein
Education
Health EquityPatient-centred Population
based
LeadersChange agents
Inter and transprofessionalteams
Task sharingLocally responsive
Globally connected
Open educationalresources
Competency-based
Responsive to rapidlychanging needs
Creative use of IT
VISIONAdapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HP for the 21st Century
TransformativeLearning
Interdependencein Education
Leaders ampChange agents
Three Shifts1 Rote learning to
analysis synthesis2 Seeking credentials to
teamwork competencies3 Educational models to
global resources
Competency-driven instructional Design
Needs of Society andHealth Systems
Competencies as OutcomesCurriculum
Three Shifts1 Isolated to harmonised
Edu amp Health Systems2 Standalone Institutions
to Networks AlliancesConsortia
3 Inward looking to Globalflow of educationalcontent resources innovation
Inter- amp Transprofessional Teams
Task sharing
Globally connectedLocally responsive
Open Educational Resources (OER)
Harmonised Education and Health Systems
Outcomes
GRADUATE ATTRIBUTES
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Graduate attributes
bull ldquohellipthe qualities skills and understandings a university community agrees its students should develop during their time with the institution
bull These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university course
bull They are qualities that also prepare graduates as agents of social good in an unknown futurerdquo
Bowden et al (2000)
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Three levels of learning
bull Informative learningLearning of knowledge and skills required to become technical expert
bull Formative learningLearning of attitudes values and norms required to become a professional
bull Transformative learning
Transformative learning
bull Aim Leadership attributesbull Outcome Change agentsbull Three fundamental shifts from
bull Rote learning higher level of cognitive functioning
bull Seeking professional credentials achieving core competencies for effective teamwork
bull Non-critical adoption of educational models creative adaptation of global resources to address local priorities
Interdependence in Education
bull Key element in systems-based educational approach
bull Underscores the ways in which various components of the systems interact
bull Three fundamental shifts frombull Isolated harmonised education and health
systemsbull Standalone institutions networks alliances
and consortiabull Inwardly-focused institutions creative use of
global educational content teaching resources and innovations
Transformative
Learning
Interdependencein
Education
Health EquityPatient-centred Population
based
LeadersChange agents
Inter and transprofessionalteams
Task sharingLocally responsive
Globally connected
Open educationalresources
Competency-based
Responsive to rapidlychanging needs
Creative use of IT
VISIONAdapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HP for the 21st Century
TransformativeLearning
Interdependencein Education
Leaders ampChange agents
Three Shifts1 Rote learning to
analysis synthesis2 Seeking credentials to
teamwork competencies3 Educational models to
global resources
Competency-driven instructional Design
Needs of Society andHealth Systems
Competencies as OutcomesCurriculum
Three Shifts1 Isolated to harmonised
Edu amp Health Systems2 Standalone Institutions
to Networks AlliancesConsortia
3 Inward looking to Globalflow of educationalcontent resources innovation
Inter- amp Transprofessional Teams
Task sharing
Globally connectedLocally responsive
Open Educational Resources (OER)
Harmonised Education and Health Systems
Outcomes
GRADUATE ATTRIBUTES
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Graduate attributes
bull ldquohellipthe qualities skills and understandings a university community agrees its students should develop during their time with the institution
bull These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university course
bull They are qualities that also prepare graduates as agents of social good in an unknown futurerdquo
Bowden et al (2000)
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Transformative learning
bull Aim Leadership attributesbull Outcome Change agentsbull Three fundamental shifts from
bull Rote learning higher level of cognitive functioning
bull Seeking professional credentials achieving core competencies for effective teamwork
bull Non-critical adoption of educational models creative adaptation of global resources to address local priorities
Interdependence in Education
bull Key element in systems-based educational approach
bull Underscores the ways in which various components of the systems interact
bull Three fundamental shifts frombull Isolated harmonised education and health
systemsbull Standalone institutions networks alliances
and consortiabull Inwardly-focused institutions creative use of
global educational content teaching resources and innovations
Transformative
Learning
Interdependencein
Education
Health EquityPatient-centred Population
based
LeadersChange agents
Inter and transprofessionalteams
Task sharingLocally responsive
Globally connected
Open educationalresources
Competency-based
Responsive to rapidlychanging needs
Creative use of IT
VISIONAdapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HP for the 21st Century
TransformativeLearning
Interdependencein Education
Leaders ampChange agents
Three Shifts1 Rote learning to
analysis synthesis2 Seeking credentials to
teamwork competencies3 Educational models to
global resources
Competency-driven instructional Design
Needs of Society andHealth Systems
Competencies as OutcomesCurriculum
Three Shifts1 Isolated to harmonised
Edu amp Health Systems2 Standalone Institutions
to Networks AlliancesConsortia
3 Inward looking to Globalflow of educationalcontent resources innovation
Inter- amp Transprofessional Teams
Task sharing
Globally connectedLocally responsive
Open Educational Resources (OER)
Harmonised Education and Health Systems
Outcomes
GRADUATE ATTRIBUTES
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Graduate attributes
bull ldquohellipthe qualities skills and understandings a university community agrees its students should develop during their time with the institution
bull These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university course
bull They are qualities that also prepare graduates as agents of social good in an unknown futurerdquo
Bowden et al (2000)
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Interdependence in Education
bull Key element in systems-based educational approach
bull Underscores the ways in which various components of the systems interact
bull Three fundamental shifts frombull Isolated harmonised education and health
systemsbull Standalone institutions networks alliances
and consortiabull Inwardly-focused institutions creative use of
global educational content teaching resources and innovations
Transformative
Learning
Interdependencein
Education
Health EquityPatient-centred Population
based
LeadersChange agents
Inter and transprofessionalteams
Task sharingLocally responsive
Globally connected
Open educationalresources
Competency-based
Responsive to rapidlychanging needs
Creative use of IT
VISIONAdapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HP for the 21st Century
TransformativeLearning
Interdependencein Education
Leaders ampChange agents
Three Shifts1 Rote learning to
analysis synthesis2 Seeking credentials to
teamwork competencies3 Educational models to
global resources
Competency-driven instructional Design
Needs of Society andHealth Systems
Competencies as OutcomesCurriculum
Three Shifts1 Isolated to harmonised
Edu amp Health Systems2 Standalone Institutions
to Networks AlliancesConsortia
3 Inward looking to Globalflow of educationalcontent resources innovation
Inter- amp Transprofessional Teams
Task sharing
Globally connectedLocally responsive
Open Educational Resources (OER)
Harmonised Education and Health Systems
Outcomes
GRADUATE ATTRIBUTES
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Graduate attributes
bull ldquohellipthe qualities skills and understandings a university community agrees its students should develop during their time with the institution
bull These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university course
bull They are qualities that also prepare graduates as agents of social good in an unknown futurerdquo
Bowden et al (2000)
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Transformative
Learning
Interdependencein
Education
Health EquityPatient-centred Population
based
LeadersChange agents
Inter and transprofessionalteams
Task sharingLocally responsive
Globally connected
Open educationalresources
Competency-based
Responsive to rapidlychanging needs
Creative use of IT
VISIONAdapted from J Frenk L Chen ZA Bhutta et al Health Professionals for a new century transforming education to strengthen health systems in an inderdependent world wwwthelancetcom 20103761923-1958
HP for the 21st Century
TransformativeLearning
Interdependencein Education
Leaders ampChange agents
Three Shifts1 Rote learning to
analysis synthesis2 Seeking credentials to
teamwork competencies3 Educational models to
global resources
Competency-driven instructional Design
Needs of Society andHealth Systems
Competencies as OutcomesCurriculum
Three Shifts1 Isolated to harmonised
Edu amp Health Systems2 Standalone Institutions
to Networks AlliancesConsortia
3 Inward looking to Globalflow of educationalcontent resources innovation
Inter- amp Transprofessional Teams
Task sharing
Globally connectedLocally responsive
Open Educational Resources (OER)
Harmonised Education and Health Systems
Outcomes
GRADUATE ATTRIBUTES
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Graduate attributes
bull ldquohellipthe qualities skills and understandings a university community agrees its students should develop during their time with the institution
bull These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university course
bull They are qualities that also prepare graduates as agents of social good in an unknown futurerdquo
Bowden et al (2000)
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
HP for the 21st Century
TransformativeLearning
Interdependencein Education
Leaders ampChange agents
Three Shifts1 Rote learning to
analysis synthesis2 Seeking credentials to
teamwork competencies3 Educational models to
global resources
Competency-driven instructional Design
Needs of Society andHealth Systems
Competencies as OutcomesCurriculum
Three Shifts1 Isolated to harmonised
Edu amp Health Systems2 Standalone Institutions
to Networks AlliancesConsortia
3 Inward looking to Globalflow of educationalcontent resources innovation
Inter- amp Transprofessional Teams
Task sharing
Globally connectedLocally responsive
Open Educational Resources (OER)
Harmonised Education and Health Systems
Outcomes
GRADUATE ATTRIBUTES
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Graduate attributes
bull ldquohellipthe qualities skills and understandings a university community agrees its students should develop during their time with the institution
bull These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university course
bull They are qualities that also prepare graduates as agents of social good in an unknown futurerdquo
Bowden et al (2000)
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Outcomes
GRADUATE ATTRIBUTES
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Graduate attributes
bull ldquohellipthe qualities skills and understandings a university community agrees its students should develop during their time with the institution
bull These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university course
bull They are qualities that also prepare graduates as agents of social good in an unknown futurerdquo
Bowden et al (2000)
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Graduate attributes
bull ldquohellipthe qualities skills and understandings a university community agrees its students should develop during their time with the institution
bull These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university course
bull They are qualities that also prepare graduates as agents of social good in an unknown futurerdquo
Bowden et al (2000)
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Lancet December 2010
Health professionals have made huge contributions to health and socio-economic development over the past century but we cannot carry out 21st century health reforms with outdated or inadequate competencieshellip That is why we call for a new round of more agile and rapid adaption of core competencies based on transnational multiprofessional and long-term perspectives to serve the needs of individuals and populations
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
The CanMEDS Competency Framework
Medical Expert
CanMEDS 2005
7 Key roles necessary to effectively function as a healthcare practitioner
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
CanMEDS 2005
Level Description
Level 1 A health care professionalrsquos (HCP) complete array of competencies (determined by needs of community system)
Level 2 Thematic groups of competencies (ldquometa-competenciesrdquo) (eg 7 CanMEDS Roles)
Level 3 Key competencies thematically grouped by Role (broad abilities)
Level 4 Enabling competencies - made up of knowledge skills and attitudes (sub-abilities to attain key competency)
Level 5 Profession-specific objectives of training
Level 6 Programme-level objectives
Level 7 Rotation objectives
Level 8 Instructional-event-specific objectives
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Role of the Health Professions Council of SA (HPCSA)
bull Statutory bodybull Comprising 12 Professional Boardsbull Regulates education and training of
health professionals represented by these Boards
bull Medical and Dental Professions Board (MDB)bull Represents Medical Doctors Dentists
Medical Scientists and Clinical Associates (CA)
bull Undergraduate Education and Training (UET) Subcommitteebull Oversees the E amp T of CA Dentists and Medical
Doctors
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
UET subcommittee
bull Adopted the key recommendations of the Lancet Commission
bull Adapted CanMEDS competency framework to ensure that it is appropriate forbull Undergraduate education and trainingbull All health care professionalsbull South African context
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
Outcomes
After this contact session you should be able to do the following bull Describe recent developments that
are related to the leadership role of health professionals to effectively address the health needs of the countryrsquos population
bull Discuss the knowledge skills and attitudes that you need to develop to become a capable and appropriate doctor
