2025-04-27-世界卫生组织-WHO_Academy_Inaugural_Conference_24页_1mb

报告摘要

Held on February 11, 2025, in Lyon, France, online options available.
Aimed to share insights and best practices in healthcare education design, development, and delivery as part of lifelong learning.
Centered on themes of lifelong learning for social inclusion, equity, and quality healthcare.
Brought together over 100 global health professionals and policymakers.
Conference technical report summarizes key messages from sessions.

Quality is paramount for the WHO Academy, aiming to become a global leader in lifelong health learning.
The Academy partners with institutions like WHO collaborating centers to build a lifelong learning ecosystem.
Focus on a pedagogic approach for online training, crucial given the large global health workforce (>65M).
Current learning platform hosts ~100 courses (~200 including language versions), available free of charge.
Publications and future release of WHO Academy Quality Standards (Q3 2025) are part of the quality focus.
Quality work aligns with WHO's broader mandate.

Asha Kanwar (Keynote): Explored lifelong learning trends, pillars (interprofessional ed., medical professionalism etc.), and the need for access (especially LMICs), self-directed, and community-based learning. She stressed addressing workforce shortages (e.g., 11M shortfall by 2030) by enhancing skills (up to 50% of healthcare workers need reskilling/upskilling by 2025, according to WEF) and promoting a "learning culture". Lifelong learning should be pervasive and address health literacy.
Roundtable: Discussed challenges (digital divide, heavy workload, CPD systems), illustrated successful programs (PAHO Virtual Campus, Philippines UP Manila), and advocated for localization, relevance, recognition for CPD, georeferencing, robust monitoring, research integration, and collaborative partnerships.

Localization Principles: Emphasized foundational principles for localization (needs analysis, contextual adaptation, community engagement, pedagogical flexibility, accessibility). Applied these to a case study. Future steps: develop structured localization process, create a localization toolkit, engage partners.
Team-Based Learning (TBL): Explored designing, implementing, and assessing TBL. Insights: Active/prior scenario, leadership roles, peer assessment challenges, practical TBL examples. Future steps: Enhance external validity in peer assessment, improve data aggregation/autoload, explore other team-based methods, develop scalable competency-building approaches.
Learning Recognition: Discussed frameworks for micro/macro credentials, CPD, higher education credits. Explored challenges (especially in LMICs) and opportunities for recognition via collaboration with governments/HEIs, certificate validation (like the Wiris certificate), and communicating course value. Holistic course analysis (Useful-Usable-Used) is crucial. Future steps: Collaborate for recognition, explore national certification, share standards, establish academic partnerships (e.g., University of Geneva).

Lifelong learning starts before formal education and is crucial for healthcare professionals and the workforce transition.
Lifelong learning is interprofessional, moving away from hierarchical models towards collaborative "teams".
Emphasis on incorporating patient perspective, health literacy, and understanding patient and provider trauma.
Trauma-informed education is a new competency area.
Learning is crucial for peace.
Conference results will inform the finalization of WHO Academy Quality Standards in 2025.

WHO Academy will promote quality best practices cross-sector and support international norms and standards.
Finalize and implement Quality Standards/Criteria (end of 2025).
Leverage over 75 years of WHO experience in setting norms and standards.

展开完整摘要