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Think Global Workshop Summary



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  • 1. The Think Global Initiative and the Asia-Pacific Region of the International Federation of Medical Students’ Associations (IFMSA) and the Asian Medical Students’ Association-Philippines presentThink Global Asia-Pacific Workshopon Global Health in Medical Education Towards a Transformative Medical Education for a Healthy Asia-Pacific Future December 19-21, 2011 Alvior Hall, University of the Philippines Manila
  • 2. Questions• What is the state of global health today? What is the state of health in Asia-Pacific? What challenges are we currently facing, and are expecting to face in the future?• How can global health be integrated in medical education? What existing methods need to be strengthened, and what novel ways can be developed?• How can medical education be transformed in order to produce physicians who can respond to current and future health challenges of the region?• How can medical education be transformed in order to solve the health workforce crisis and the gross inequities in health in the region and around the world?• How can we medical students push for reforms in medical education? How should we convey our message to leaders in medical education?
  • 3. Foundations of Global Health• Health – complete state, a right, a resource• Determinants approach to health• Disease-focused -> health systems -> social determinants approach• Global health – transcends boundaries, shared risks, collective action• Global health is local – think global, act local
  • 4. The Global Health Situation• Focus on Asia-Pacific (Southeast Asia)• Diversity in health systems, environmental and social conditions -> differences in health outcomes• Where will the Philippines be five years from now?
  • 5. The Health Workforce Crisis• Movement – rural to urban, developing to developed• Reforms are needed – from production to utilization; in education, health system, and larger society
  • 6. World Health Organization• Technical agency – guidance, recommend, provides direction, no police power• Structure, programs, WHO in the UN system• WHO reform – changing landscape of global health, multiple stakeholders
  • 7. The Lancet Commission• Health workers save lives!• Mismatch between health workers and current global health needs• Health workers in places they are not needed, taught what they will not need• 10 Reforms – instructional and institutional• Multisectoral approach – not just the health sector
  • 8. Gawad Kalinga• Projects versus programs• Women at the center of social change• Effective, respectful communication is vital• Community diagnosis is key• Empowerment is giving opportunity to unleash innate power!
  • 9. Social Determinants of Health• Conditions in which we are born, live, grow, work, and age – 70% of health improvements• Virchow: prosperity, education, liberty• 1% versus 99% - inequities in wealth distribution (USA, Philippines)• What good it is to treat diseases only to bring our patients back to the conditions that made them sick?
  • 10. Social Accountability in Medical Schools• How do we measure success of medical schools?• Global Consensus for Social Accountability• Social responsibility -> responsiveness -> accountability• 10 Areas for Action
  • 11. Universal Health Care• The six building blocks• Aquino Health Agenda versus Universal Health Care Study Group proposal• Reforms in health system in tandem with reforms in the production of the health workforce• Thailand is a model!
  • 12. Advocacy and Policy Engagement• Nine questions• Lessons from tobacco control advocacy• Let’s quit tobacco! 
  • 13. Community as a Partner• Not a guinea pig, not a classroom, not a charity case – but a PARTNER!• Strengthen health systems, address social determinants• Politics is inevitable• Prolonged, longitudinal community engagement in medical education• Think Global 2: Field trip to San Juan and Leyte
  • 14. Objectives• Gain a deeper understanding of global health issues and trends, with special attention to the health of Asia- Pacific populations• Reflect on the state of medical education in the region and its relevance to the current global health situation• Explore ways on how to reform medical education so that it is responsive to current and future global health needs and challenges especially in the region• Initiate a dialogue regarding advocacy for transformative medical education
  • 15. Where do we go from here?
  • 16. Outputs• Manila Declaration on Transformative Medical Education for a Healthy Asia-Pacific Future, to be adopted, promoted, and used as basis for action by national member organizations (NMOs) of the IFMSA Asia- Pacific Region• An article presenting students’ perspectives on transformative medical education in Asia-Pacific to be published in a reputable journal• A Philippine Strategy for Transformative Medical Education to be used by the Asian Medical Students’ Association-Philippines for its advocacy work• Workshop Report to serve as documentation of lectures and discussions and to be submitted to the IFMSA Think Global Initiative and UNESCO
  • 17. “…combining the humanitarian mission of medicine with the creation of a just society.” Steve Brouwer
  • 18. “It is my aspiration that health willfinally be seen not as a blessing tobe wished for, but as a human right to be fought for.” Kofi Annan
  • 19. “In health, there is freedom.Health is the first of all liberties” Henri Frederic Amiel
  • 20. “Medicine… has the obligation topoint out problems and to attempt their theoretical solution… Thephysicians are the natural attorneys of the poor.” Rudolf Virchow