The RCS accreditation network portal

2014 ◽  
Vol 96 (8) ◽  
pp. 267-267
Author(s):  
Peter Lamont ◽  
Anna Yerokhina
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
World Health Organization ◽  
Strategic Partnership ◽  
Educational Activity ◽  
World Health ◽  
World Federation ◽  
External Evaluation ◽  
The World ◽  
Health Organization

The World Health Organization (WHO) and the World Federation for Medical Education (WFME) have a strategic partnership for the promotion of accreditation in medical education around the world. They have developed accreditation guidelines, which recommend establishing accreditation that is effective, independent, transparent and based on criteria specific to medical education. So far, only a minority of countries have quality assurance systems based on external evaluation and the majority use only general criteria when approving or evaluating an educational activity.

scholarly journals The World Health Organization and the global standardization of medical training, a history

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
George Weisz ◽  
Beata Nannestad
Keyword(s):  
Medical Education ◽  
World Health Organization ◽  
Medical Training ◽  
International Medical ◽  
World Health ◽  
World Federation ◽  
Global Standards ◽  
The World ◽  
Number Of Publications ◽  
Health Organization

Abstract Background This article presents a history of efforts by the World Health Organization and its most important ally, the World Federation for Medical Education, to strengthen and standardize international medical education. This aspect of WHO activity has been largely ignored in recent historical and sociological work on that organization and on global health generally. Methods Historical textual analysis is applied to the digitalized archives and publications of the World Health Organization and the World Federation for Medical Education, as well as to publications in the periodic literature commenting on the standardization of international medical training and the problems associated with it. Results Efforts to reform medical training occurred during three distinct chronological periods: the 1950s and 1960s characterized by efforts to disseminate western scientific norms; the 1970s and 1980s dominated by efforts to align medical training with the WHO’s Primary Healthcare Policy; and from the late 1980s to the present, the campaign to impose global standards and institutional accreditation on medical schools worldwide. A growing number of publications in the periodic literature comment on the standardization of international medical training and the problems associated with it, notably the difficulty of reconciling global standards with local needs and of demonstrating the effects of curricular change.

Haemophilia in the 1990s: Report of a Joint Meeting of the World Health Organization and World Federation of Hemophilia

Vox Sanguinis ◽  
1991 ◽  
Vol 61 (3) ◽  
pp. 221-224
Author(s):  
C.K. Kasper ◽  
P.M. Mannucci ◽  
V. Bulyzhenkov ◽  
D.B. Brettler ◽  
A. Chuansumrit ◽  
...  
Keyword(s):  
World Health Organization ◽  
World Health ◽  
Joint Meeting ◽  
World Federation ◽  
The World ◽  
Health Organization

A tale of two doctors

PEDIATRICS ◽  
1978 ◽  
Vol 61 (1) ◽  
pp. 133-134
Author(s):  
Julian H. Fisher
Keyword(s):  
Medical Education ◽  
World Health Organization ◽  
Developing World ◽  
Delivery Systems ◽  
World Health ◽  
Educational Assistance ◽  
Research Orientation ◽  
American Medicine ◽  
The World ◽  
Health Organization

The recent shift of funding emphasis on the part of the World Health Organization, turning from research orientation to provision of practical delivery systems, highlights the divergence of goals which must be established for the medical "haves" and "have-nots"—the developed and the developing world countries. The same orientation applies as well to schema for medical education in these two worlds, and the implications were impressed upon me last year in what I would somewhat facetiously label a tale of two doctors, reviewing experiences I had with two American-trained native physicians in a Latin country. Having reflected at length on a year away from familiar North American medicine, weighing the new experiences in the light of the old, I find that these two professional pathways illustrate the developed world's gifts of foreign medical aid (educational assistance) and the developing world's utilization of those grants.

scholarly journals Global neurosurgery: current and potential impact of neurosurgeons at the World Health Organization and the World Health Assembly. Executive summary of the World Federation of Neurosurgical Societies–World Health Organization Liaison Committee at the 71st World Health Assembly

2018 ◽  
Vol 45 (4) ◽  
pp. E18 ◽  
Author(s):  
Gail Rosseau ◽  
Walter D. Johnson ◽  
Kee B. Park ◽  
Miguel Arráez Sánchez ◽  
Franco Servadei ◽  
...  
Keyword(s):  
Global Health ◽  
World Health Organization ◽  
Surgical Care ◽  
Global Surgery ◽  
World Health ◽  
World Federation ◽  
Member States ◽  
World Health Assembly ◽  
The World ◽  
Health Organization

Since the creation of the World Health Organization (WHO) in 1948, the annual World Health Assembly (WHA) has been the major forum for discussion, debate, and approval of the global health agenda. As such, it informs the framework for the policies and budgets of many of its Member States. For most of its history, a significant portion of the attention of health ministers and Member States has been given to issues of clean water, vaccination, and communicable diseases. For neurosurgeons, the adoption of WHA Resolution 68.15 changed the global health landscape because the importance of surgical care for universal health coverage was highlighted in the document. This resolution was adopted in 2015, shortly after the publication of The Lancet Commission on Global Surgery Report titled “Global Surgery 2030: evidence and solutions for achieving health, welfare and economic development.” Mandating global strengthening of emergency and essential surgical care and anesthesia, this resolution has led to the formation of surgical and anesthesia collaborations that center on WHO and can be facilitated via the WHA. Participation by neurosurgeons has grown dramatically, in part due to the official relations between WHO and the World Federation of Neurosurgical Societies, with the result that global neurosurgery is gaining momentum.

World Health Organization

1964 ◽  
Vol 18 (4) ◽  
pp. 859-870
Keyword(s):  
Medical Education ◽  
World Health Organization ◽  
Research Program ◽  
Developed Countries ◽  
World Health ◽  
Director General ◽  
Flexible Approach ◽  
Research Institutes ◽  
The World ◽  
Health Organization

Sixteenth Assembly: The sixteenth session of the Assembly of the World Health Organization (WHO) met in Geneva on May 7–23, 1963, under the presidency of Dr. M. A. Majekodunmi (Nigeria). During the discussion of the Director-General's report on the work of WHO in 1962, delegates expressed agreement on the importance of the planned development of health services, medical education, and the training of auxiliary staff. Endorsing the Organization's medical research program, some members suggested its extension to other fields. Other members felt, however, that WHO was devoting too much time and money to work that could be carried out by national research institutes. Several delegations appealed for a more flexible approach in providing aid to less developed countries. Dr. Candau, the Director-General, spoke of the efforts that had been made to secure staff from a wider range of countries.

scholarly journals An overview of Peruvian dental research in time of COVID-19

2020 ◽  
Vol 8 (3) ◽  
pp. e027
Author(s):  
Angela Quispe-Salcedo
Keyword(s):  
Viral Infection ◽  
World Health Organization ◽  
Educational Activity ◽  
World Health ◽  
Human Beings ◽  
Ministry Of Health ◽  
Protection Measures ◽  
Dental Research ◽  
The World ◽  
Health Organization

The ongoing COVID-19 pandemic has represented a major challenge for human beings during 2020. At time this editorial is written (December 7th) there was a total of 66’422,058 confirmed positive cases and 1’532418 deaths worldwide, according to the World Health Organization (WHO) (1). In our country, the latest report released by the Ministry of Health (MINSA) showed a cumulative of 973,918 confirmed cases including 36,274 deaths. (2) This dramatic scenario has brought various limitations in all aspects of our lives, forcing us to adapt to the “new normality”, that includes strong protection measures to restrain the spread of the viral infection among our population. (3) Although these restrictions have been progressively lifted with the passing of the months, the educational activity at all levels has not yet been reestablished.

scholarly journals Strengths, weaknesses, opportunities, and threats analysis of integrating the World Health Organization patient safety curriculum into undergraduate medical education in Pakistan: a qualitative case study

2017 ◽  
Vol 14 ◽  
pp. 35 ◽  
Author(s):  
Samreen Misbah ◽  
Usman Mahboob
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
World Health Organization ◽  
Undergraduate Medical Education ◽  
Swot Analysis ◽  
Faculty Members ◽  
World Health ◽  
The World ◽  
Health Organization

Purpose: The purpose of this study was to conduct a strengths, weaknesses, opportunities, and threats (SWOT) analysis of integrating the World Health Organization (WHO) patient safety curriculum into undergraduate medical education in Pakistan. Methods: A qualitative interpretive case study was conducted at Riphah International University, Islamabad, from October 2016 to June 2017. The study included 9 faculty members and 1 expert on patient safety. The interviews were audiotaped, and a thematic analysis of the transcripts was performed using NVivo software. Results: Four themes were derived based on the need analysis model. The sub-themes derived from the collected data were arranged under the themes of strengths, weaknesses, opportunities, and threats, in accordance with the principles of SWOT analysis. The strengths identified were the need for a formal patient safety curriculum and its early integration into the undergraduate program. The weaknesses were faculty awareness and participation in development programs. The opportunities were an ongoing effort to develop an appropriate curriculum, to improve the current culture of healthcare, and to use the WHO curricular resource guide. The threats were attitudes towards patient safety in Pakistani culture, resistance to implementation from different levels, and the role of regulatory authorities. Conclusion: The theme of patient safety needs to be incorporated early into the formal medical education curriculum, with the main goals of striving to do no harm and seeing mistakes as opportunities to learn. Faculty development activities need to be organized, and faculty members should to be encouraged to participate in them. The lack of a patient safety culture was identified as the primary reason for resistance to this initiative at many levels. The WHO curriculum, amended according to local institutional culture, can be implemented appropriately with support from the corresponding regulatory bodies.

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