Orozalieva Gulzat, Loutan Louis, Azimova Aigul, Baroffio Anne, Heller Olivia, Lab Bruno, Mambetova Altynai, Mambetalieva Damira, Muratalieva Elvira, Nendaz Mathieu, Savoldelli Georges, Vu Nu V, Beran David
Foundation Initiatives in Medical Education, Bishkek, Kyrgyzstan.
Division of Tropical and Humanitarian Medicine, Geneva University Hospitals, Geneva, Switzerland.
Glob Health Action. 2021 Jan 1;14(1):1944480. doi: 10.1080/16549716.2021.1944480.
Human resources are one of the six building blocks of a health system. In order to ensure that these resources are adequately trained to meet the evolving needs of populations, medical education reforms are needed. In Kyrgyzstan, like in many other low- and middle-income countries, human resources for health are a key challenge for the health system in both the quantity and having their training aligned with the health system priorities. Here we present the experience of the Medical Education Reform Project, a project aimed at improving the quality of health professionals through reforming medical education, funded by the Swiss Agency for Development and Cooperation, as a collaborative effort between partners in Kyrgyzstan and Switzerland since 2013. We used a qualitative study taking a cooperative inquiry approach with an experiential perspective in order to present the implementation of the Medical Education Reform Project in Kyrgyzstan. In order to look at the different components impacting the reform process, a framework comprising: Setting the direction; Building a consensus; Engaging stakeholders; Pilot projects and evaluation; Capacity building; Timing, and Key partners was used to disentangle the lessons learnt. Champions and partnering with key institutions were essential in building consensus, as was the catalytic and facilitating role the project played. This enabled active engagement of a variety of stakeholders in the reform process using different means of interaction ranging from large roundtable discussions, workshops, trainings and even study tours. Pilot projects and research provided tangible actions that could be used to further the reforms. For capacity building, the project offered a wide range of activities that improved clinical competencies, empowered stakeholders, and strengthened organizational capacity. The timing of this reform process in medical education was facilitated by the overall reforms and policies in the health system.
人力资源是卫生系统的六大组成部分之一。为确保这些资源得到充分培训以满足民众不断变化的需求，需要进行医学教育改革。与许多其他低收入和中等收入国家一样，吉尔吉斯斯坦的卫生人力资源在数量以及培训与卫生系统优先事项的契合度方面都是卫生系统面临的一项关键挑战。在此，我们介绍医学教育改革项目的经验。该项目自2013年起由瑞士发展与合作署资助，是吉尔吉斯斯坦和瑞士合作伙伴之间的一项合作努力，旨在通过改革医学教育提高卫生专业人员的素质。我们采用了一项定性研究，从经验视角采用合作探究方法，以介绍吉尔吉斯斯坦医学教育改革项目的实施情况。为审视影响改革进程的不同组成部分，我们使用了一个框架，该框架包括：确定方向；达成共识；让利益相关者参与；试点项目与评估；能力建设；时间安排以及关键合作伙伴，以梳理经验教训。倡导者以及与关键机构的合作对于达成共识至关重要，该项目所发挥的催化和促进作用也是如此。这使得各种利益相关者能够通过从大型圆桌讨论、研讨会、培训甚至考察学习等不同互动方式积极参与改革进程。试点项目和研究提供了可用于推进改革的切实行动。在能力建设方面，该项目开展了广泛的活动，提高了临床能力，增强了利益相关者的能力，并加强了组织能力。卫生系统的全面改革和政策推动了医学教育这一改革进程的时间安排。
