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2 The public health training is of grea t importance not only for the mana gement of the health care establishmen ts, but also for the management of th e growing health problem of the popula tion as well as the development of ne w public health policy.

3 Over the last few years a series of refo rms were implemented in the health syste m. However the high level of morbidity and mortality through a number of diseases dicta tes the need for new approaches to solving the public health problems. It is necessary to develop a comprehensi ve and coordinated appropriate action in re sponse to the new challenges that determine the health state of population, extending the area of action of the specialists from the Public Health Surveillance State Service.

4 Materials and methods To evaluate the postgraduate training system of the specialists in public health, the development and approval of the curricula adjusted to the req uirements of the National System of Public Health and international educational stan dards it was developed a questionnaire and th e academic staff that are involved in the train ing of the future public health specialists were surveyed. The study included the investigation of teache rs from six departments of the State Universit y of Medicine and Pharmacy “Nicolae Testemitanu”, in total 46 persons

5 Results 26,5% have a teaching experience between 5­10 years, 35,6%- between 11­20 years, 11,1%- between 21-­30, 11,1%- between 31­40 and 15,7% ­over 40 years. The investigated teaching staffs know three international langua ges: English – 57,8%, French – 53,3% and Italian 2,2%. 66,7% of teachers consider the teaching/development conditions offered by the university as good, 6,7% ­ very good and 26,6% ­ satisfactory. The teaching staff is involved in the postgraduate training in th e follow-­ ing way: 60% read courses to residents, 53,3% conduct s eminars, 44,4% conduct graduation papers, 22,2% coordinat e the activity in the Public Health Centers and 22, 2% do not participate in the training of residents.

6 Most teachers also work in the practical service. Thus, 77,8% of the teachers are involved in the scientific- practical activity of the public health service. The mechanism of development and ap proval of the residency training programs included the participation of all teachers who offered their suggestions and ideas i n 42,2%, discussion and approval within the department meeting in 64,4%, discussi on and approval by the methodical Coun cil of discipline in 35,6%, discussion and ap proval with the participation of specialists fro m the practical service in 15,6%, joint discus sion with graduates in 4,4%.

7 Regarding the teachers’ opinion about the system of the postgraduate training of the specialists in public health in acco rdance with the Law of State Surveillance of Public Health 28,7% of them consider that radical reforms are needed in this area, 22,2% consider that the university graduates have an insufficient theoretical background, due to the reduction of teaching hours in some subjects, 16% have no opinion regarding the training of the specialists in public health and they mentioned that it is unclear who is the public he alth specialist and what is his role, only 17,8% consider the s ystem as being appropriate. The other 44,4% of respondents mentioned about the insufficient involvement of the speciali sts from the practical activity..

8 The postgraduate education is a mandatory compar tment of the conception of continuing training of ph ysicians and pharmacists. Residency is the first st age of training of the physician-­ specialist within the postgraduate system. The du ration of the residency studies in public health is 2 years. 83,6% of teachers think that this is a suffi cient duration for allocated for the formation of s pecialists in public health, 9,7% don’t consider it sufficient and 6,7% have other opinions.

9 As possible ways of postgraduate formation of specialists in public health, 60,9% of teachers mentioned the training of specialists in separat e domains, 34,8% ­ training of specialists in one domain -­ Public Health which would include Hygiene, Epidemiology, Public Health, Health Promotion, etc. and 4,3% have other opinions.

10 51,1% of teachers don’t consider necessary to i nclude new subjects in the curricula, 41,3% suggested to include some new subjects, and 7,6% did not answer to the question. Among the new proposed subjects there are: Module s of legislation; Economy, Psychology, Health Promotio n, Public Health Management, Communication in Publ ic Health, Biostatistics, Health Services Management, Social Marketing, Financial Management, Economics and Planning, Decentralization and Development, Project Man agement, Hospital Management, Psychology Reconciliati on, Evidence-­ based medicine, Occupational medicine, Hygienic Labor atory, Environmental Medicine, Risk Assessment, Nutritio n, Children and Mother Health, Epidemiology of noncom municable diseases, etc.

11 71,7% of teachers considered necessary the modifica tion of the syllabus by introducing new themes, 17,4 % did not consider it necessary and 10,9% did not answer the question. We found that the surveyed teachers know the pr ovisions of the Bologna process and regarding the i mplementation terms of the provisions of the Bologn a process in the training of the specialists in Public Health, 23,9% considered that they can be impleme nted, 62,2% considered that these provisions can b e partially implemented and 13,9% did not answer the question.

12 43,5% of the teaching staff consider it n ecessary to adjust the system of training of the specialists in Public Health fr om the Republic of Moldova to the o ne from the European Union, other 47,8 % consider necessary only some chang es and 8,7% don’t consider it necessary.

13 54,3% of respondents declared that they didn’t encoun ter any obstacles for an efficient organization of the p ostgraduate training, 28,3% encounter some obstacles and 17,4% did not answer the question. Among those obstacles are the lack of adequate spac e for training, especially the laboratory, lack of equi pment, limited possibilities for research, centralism in decision making, poor technica l- material basis, irresponsible attitude of medical practiti oners.

14 Other opinions on the postgraduate training of specialists in Pu blic Health: The segmentation of the required specialties in the postgradu ate training in the V-­VI year of study. The systematization of the functional obligations (job descripti on) of the specialists in Public Health, restructuring the postg raduate training. It is necessary to redefine the concept of Public Health for a better understanding of it. To provide more practical training for residents in the M unicipal and Districts Centers of Public Health, Public Medic al Institutions, etc. Unification of training programs. To specify the concrete notion of the specialist in Public Health. To study the international practice regarding the Public Healt h specialists training.

15 To assess the role of specialists in Public Health depe nding on the new economic conditions. To introduce a new residency for the Public Health and Management specialty. Training of specialists in only one domain – Public Health. To conduct a study on the training needs of specialists in Public Health and adopt the program according to the demand. The distribution of the training hours on subjects i n order to acquire a sufficient number for the assimi lation of the material and not according to other criteri a. To strengthen the interrelationships and responsibilities of the university employees and those from the Public H ealth Centers involved in the postgraduate training.

16 Conclusions With the advancement of the Health care reform in R epublic of Moldova the role of the Public Health t raining became crucial in terms of training the pu blic health leaders capable of formulating and impleme nting adequate Public Health policies. Today we need to improve the system of the postgra duate training of specialists in Public Health by cha nging the curricula, introducing new modules, implementing mobility programs for residents, conducting training courses for teachers, strengthening the technical­ material framework of the departments involved in the training of specialists.

17 Thank you for your attention!


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