Future Financial Economics of Health Professional Education Proceedings of a Workshop (2017) / Chapter Skim
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4 Reflections and Potential Next Steps for Building a Model
4 Reflections and Potential Next Steps for Building a Model
Pages 71-86
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From page 71... ...
(Fraher) REFLECTIONS ON THE WORKSHOP DISCUSSIONS Charles Ok Pannenborg, former World Bank Pannenborg, former World Bank Chief Health Advisor/Director and Chief Health Scientist, reflected on the discussions he heard throughout the workshop.
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From page 72... ...
Pannenborg used his native country, the Netherlands, to make a distinction between the private and public sector in terms of ownership and financing. While the corporate ownership of the academic medical centers, medical schools, and university hospitals is a complicated mix of both public and private legal entities, the defining characteristic of all of them is that 98 percent of their funding -- so far -- does come from public money.
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From page 73... ...
Pannenborg said this could be included in the mandate of this group -- to open dialogue on difficult and sometime contentious issues in order to set a nation and its health professionals on the right track. Pannenborg's next window critiqued the workshop discussions, pointing out a lack of robust dialogue around engaging ministries of finance.
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From page 74... ...
Where on the line would a minister of finance place his or her emphasis, asked Pannenborg? She would likely immediately move to the left and refuse deficit financing or more revenue through public funds until HPE addressed the inefficiencies in health and medical schools and teaching hospitals, which in the eyes of many a finance minister, would often be described as a managerial inefficiency and a money wasting disaster.
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From page 75... ...
Pannenborg does recognize that overseas training poses questions in terms of academic independence, but from a purely financial perspective, the University of Algiers benefited tremendously from
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From page 76... ...
Fortunately and encouragingly, the World Bank now proactively invests in the development of the health professions around the world both from an education and from a health investment perspective, recognizing that the health and biomedical sciences in their widest sense are crucial for the economic and social development of a country and can contribute importantly to economic growth. In some countries, teaching hospitals have more power than the medical schools, which is the opposite in many other countries.
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From page 77... ...
He said from a financial perspective, this is desired -- although it brings with it challenges. In his final slide, Pannenborg admitted that in many countries, a lack of money makes close ties with the private sector a somewhat unrealistic option.
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From page 78... ...
More typically, change comes from small, incremental steps that Cox believes can emanate from the health professionals and the educators in this audience. Many of these same participants recently attended a Forum workshop on accreditation that Cox identified as yet another key incentive or lever.
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From page 79... ...
By getting buy-in from leaders who can help promote and identify other leaders, members of the Forum can expand their sphere of influence for affecting levers and drivers for equitable financing of HPE. MOVING FORWARD WITH BUILDING A MODEL Erin Fraher, University of North Carolina at Chapel Hill Erin Fraher led a final discussion on the model.
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From page 80... ...
Bjorg Palsdottir, representing Training for Health Equity Network (THEnet) , agreed that rapid change is important, but that real political
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From page 81... ...
The New Zealand treasury is taking a social investment approach to health professions education. It recognizes the value of investing and intervening early in the life course process to obtain more positive educational results later.
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From page 82... ...
This was included to encourage educators, researchers, and funders to think beyond the grant-funding period and to consider what would make a health professions financing policy sustainable. The last principle is accessibility.
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From page 83... ...
There was an initial discussion about including employers on the list that morphed into thinking about the wider business community, she said. Many businesses offer health insurance to their employees and therefore have a stake in ensuring the quality of health education outputs.
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From page 84... ...
As the conversation continued, Fraher was reminded of other discussions at the workshop about commercial lenders as actors, as well as philanthropists, policy makers, and other political players. She then added community-based financiers and local cooperatives globally to the list before commenting that the media is another potential actor in terms of facilitating change.
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From page 85... ...
2016. An updated value model for financial economics of health professional edu cation.
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From page 86... ...
2013. Transforming and scaling up health professionals' education and training: World Health Organization guidelines 2013.
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