Perspectives from the U.S. Government
Transforming the Health Care Workforce Through Partnerships Laura W. Cheever, MD, ScM
A
s we take this moment to reflect on the last four years’ achievements of the Medical Education Partnership Initiative (MEPI) and the Nursing Education Partnership Initiative (NEPI), I extend my utmost congratulations to all of the African and U.S. partners who have worked together to make these initiatives highly successful. In this issue we celebrate the achievements and lessons learned so that others might benefit from this unique experience. The articles in this issue represent what a few years ago were questions, plans, and dreams. Through the passion, vision, and resilient leadership of medical and nursing educators across Africa and around the world, institutions, faculty, and students have been transformed. In this publication, we explore together Ethiopia’s response
Dr. Cheever is associate administrator, HIV/ AIDS Bureau, Health Resources and Services Administration, Rockville, Maryland. Correspondence should be addressed to Dr. Cheever, Health Resources and Services Administration, HIV/ AIDS Bureau, 5600 Fishers Lane, Parklawn Building, Suite 7-05, Rockville, MD 20857; telephone: (301) 443-1993; e-mail: [email protected]. Acad Med. 2014;89:S8. doi: 10.1097/ACM.0000000000000356
S8
to the issues of “brain drain,” which has severely affected the human resources for health in that country. Then, Botswana shares the story of its first years as a new medical school. South Africa tells of its collaborations with neighboring countries to promote family medicine training. Several schools, including those in Uganda and Kenya, write of enhancing their community-based learning programs. In Lesotho, we hear from the NEPI program about the integration of clinical simulation into nursing and midwifery curricula. The MEPI-wide eLearning Technical Working Group reports on the use of technology in medical education, whether through enhancing network connectivity, increasing access to resources through digital libraries, or other eLearning and distance learning technologies. Also part of this unique experience is the spirit of partnership that has ignited MEPI schools and those beyond. Since the MEPI grantees first came together as a dynamic group at the first MEPI Symposium in March 2011, relationships have grown and thrived. A true community of learning has developed, with collaborations and sharing of knowledge and resources catalyzing
and sustaining the transformations that were already in motion. This spirit of collaboration also plays a pivotal role in influencing the global environment of transformative medical and nursing education. Ministries of health, education, and finance and other key stakeholders have engaged to ensure that program goals align with the needs and priorities of the countries and health systems in which they exist. At the Health Resources and Services Administration, and along with our partners at the Office of the U.S. Global AIDS Coordinator and the National Institutes of Health, we are inspired by the achievements and motivated by the lessons learned in medical and nursing education that are documented in this journal, as well as the many others that could not fit within these pages. We look forward to continued partnership in both the MEPI and NEPI programs to increase the quality and quantity of human resources for health throughout the continent of Africa. Funding/Support: None reported. Other disclosures: None reported. Ethical approval: Reported as not applicable.
Academic Medicine, Vol. 89, No. 8 / August Supplement 2014
Transforming the Health Care Workforce Through Partnerships Laura W. Cheever, MD, ScM
A
s we take this moment to reflect on the last four years’ achievements of the Medical Education Partnership Initiative (MEPI) and the Nursing Education Partnership Initiative (NEPI), I extend my utmost congratulations to all of the African and U.S. partners who have worked together to make these initiatives highly successful. In this issue we celebrate the achievements and lessons learned so that others might benefit from this unique experience. The articles in this issue represent what a few years ago were questions, plans, and dreams. Through the passion, vision, and resilient leadership of medical and nursing educators across Africa and around the world, institutions, faculty, and students have been transformed. In this publication, we explore together Ethiopia’s response
Dr. Cheever is associate administrator, HIV/ AIDS Bureau, Health Resources and Services Administration, Rockville, Maryland. Correspondence should be addressed to Dr. Cheever, Health Resources and Services Administration, HIV/ AIDS Bureau, 5600 Fishers Lane, Parklawn Building, Suite 7-05, Rockville, MD 20857; telephone: (301) 443-1993; e-mail: [email protected]. Acad Med. 2014;89:S8. doi: 10.1097/ACM.0000000000000356
S8
to the issues of “brain drain,” which has severely affected the human resources for health in that country. Then, Botswana shares the story of its first years as a new medical school. South Africa tells of its collaborations with neighboring countries to promote family medicine training. Several schools, including those in Uganda and Kenya, write of enhancing their community-based learning programs. In Lesotho, we hear from the NEPI program about the integration of clinical simulation into nursing and midwifery curricula. The MEPI-wide eLearning Technical Working Group reports on the use of technology in medical education, whether through enhancing network connectivity, increasing access to resources through digital libraries, or other eLearning and distance learning technologies. Also part of this unique experience is the spirit of partnership that has ignited MEPI schools and those beyond. Since the MEPI grantees first came together as a dynamic group at the first MEPI Symposium in March 2011, relationships have grown and thrived. A true community of learning has developed, with collaborations and sharing of knowledge and resources catalyzing
and sustaining the transformations that were already in motion. This spirit of collaboration also plays a pivotal role in influencing the global environment of transformative medical and nursing education. Ministries of health, education, and finance and other key stakeholders have engaged to ensure that program goals align with the needs and priorities of the countries and health systems in which they exist. At the Health Resources and Services Administration, and along with our partners at the Office of the U.S. Global AIDS Coordinator and the National Institutes of Health, we are inspired by the achievements and motivated by the lessons learned in medical and nursing education that are documented in this journal, as well as the many others that could not fit within these pages. We look forward to continued partnership in both the MEPI and NEPI programs to increase the quality and quantity of human resources for health throughout the continent of Africa. Funding/Support: None reported. Other disclosures: None reported. Ethical approval: Reported as not applicable.
Academic Medicine, Vol. 89, No. 8 / August Supplement 2014
