EQUITY IN THE WORLD AND OUR BACKYARD Can anadi adian an Conf - - PowerPoint PPT Presentation

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EQUITY IN THE WORLD AND OUR BACKYARD Can anadi adian an Conf - - PowerPoint PPT Presentation

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LEARNERS CULTIVATING EQUITY IN THE WORLD AND OUR BACKYARD Can anadi adian an Conf nference erence on n Med edical cal Ed Educ ucation ation 2012 Ban anff, ff, Alb lber erta April l 16, , 2012 Rober ert t F W F Wool

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SLIDE 1

“LEARNERS CULTIVATING EQUITY IN THE WORLD AND OUR BACKYARD”

Can anadi adian an Conf nference erence on n Med edical cal Ed Educ ucation ation 2012 Ban anff, ff, Alb lber erta April l 16, , 2012 Rober ert t F W F Wool

  • ollar

lard d MD CCFP FP FC FCFP FP

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SLIDE 2

OBJECTIVES

 Define “Global Health”  Pr

Provide vide co cont ntext xt for th three ee plena lenaries ries

 Ex

Explore lore rela lationship tionship of equity ity an and heal alth th

 Consi

  • nside

der th the respon sponsibil sibilities ities of educational ucational institutions titutions

 Pr

Present sent glo loba bal l an and lo loca cal l exa xamples ples an and how w th they y intera eract ct

 Pr

Provide vide qual alif ified ied hope pe for th the e futu ture re

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SLIDE 3
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SLIDE 4

GLOBAL HEALTH

“The gl global bal in global health refers to the scope of problems, not their location. Thus—like public health but unlike international health—global health can focus on domestic health disparities as well as cross-border issues. Global health also incorporates the training and distribution

  • f the health-care workforce in a manner that

goes beyond the capacity-building interest of public health.”

Consor

  • rti

tium um of Uni Univer ersit itie ies for Global bal Hea ealth h Exec ecutiv utive e Board

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SLIDE 5

GLOBAL HEALTH

 Focus

cuses es on is issues es that di direc ectly ly or in indi direc ectly ly affec ect t hea ealth h but that t can transce cend d natio ional bounda dari ries es

 Devel

elopme

  • pment

nt an and impl d implem emen entation tation of solution utions s often en requi equire res s gl global l cooper

  • peration

ation

 Embrace

races s both h pr preven ention ion in in po popu pulati tions

  • ns and c

d clin inic ical car are e of in indi divid idua uals

 Hea

ealth h equi equity y among g natio ions and d for r all pe peopl ple e is is a a major jor object jectiv ive

 Hig

ighly y in inter erdi disci cipl plin inary y and d multi ltidi disci scipl plin inary y wit ithin in and b d beyond d hea ealth h scie ience ces

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SLIDE 6

WHY ARE WE HERE?

“The The tw twentie ntieth th ce centur ntury will will be be chiefly hiefly remembered remembered by by fut future ure genera generations tions no not as as an an era ra of

  • f political

political conflicts conflicts or

  • r

tec echnical hnical in inventions, entions, but but as as an an age age in in whi which human human soci society ty dared dared to to think think

  • f
  • f the

the welfar elfare of

  • f the

the whole whole human human race ce as as a practical actical ob

  • bjectiv

ective.”

  • Arnold Toynbee
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SLIDE 7

THE LATE 20TH CENTURY

 The Development of the idea of “the

social

  • cial acco

coun untabi ability lity of medica edical l schools” (1995)

 The

he format rmatio ion n of Towards ards Uni Unity ty for r Healt lth h (TUFH) UFH) and nd the he Netw twork

  • rk TUFH

FH

 The

he develop lopment ment of global

  • bal

co coll llabo borati ations ns to to inf nflue luenc nce e medic edical l educa cati tion: n:

 World

  • rld

Feder Federat ation ion for

  • r

Me Medic dical al Educat ucation

 WONCA  FAIM

AIMER

 etc

tc

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SLIDE 8

THE HE EARLY Y 21ST

ST

CENTUR NTURY

 The

he prof

  • fessio

essiona nali lizatio tion n of

  • f me

medical ical educa ucati tion

  • n

 Ob

Obje jectiv ctives es, , com

  • mpeten

petencies cies, , eval alua uati tion,

  • n, acc

ccounta

  • untabil

bility ity, , etc tc

 Ris

ise e of

  • f rele

levanc ancy, , effect ectiv iven eness ess and nd im impac act

 The

he con

  • nver

ergen ence ce of

  • f soc
  • cia

ial l acc ccounta

  • untabil

bility ity and nd im impac act t on

  • n th

the e he heal alth th of

  • f peop
  • ple

le—why hy we are e he here e tod

  • day!

y!

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SLIDE 9
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SLIDE 10

− There is a social gradient in health – the lower a person’s social position, the worse his or her health. Action should focus on reducing the gradient in health. − Health inequalities result from social inequalities. Action

  • n health inequalities requires action across all the social

determinants of health. − Focusing solely on the most disadvantaged will not reduce health inequalities sufficiently. To reduce the steepness of the social gradient in health, actions must be universal, but with a scale and intensity that is proportionate to the level of disadvantage. We call this proportionate universalism.

Key y reco comme mmendatio ndation n of the e Marm rmot Revie iew

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SLIDE 11

− Red educi cing g hea ealth h in inequa equalit itie ies s wil ill requi equire re actio ion on six ix po polic icy y obje jecti ctives es:

  • Giv

ive e e ever ery chil ild d the e bes est start t in in lif ife

  • Ena

nable e al all chil ildre dren n youn ung g pe peopl ple e an and ad d adul ults to maxim imis ise thei eir capa pabil ilit itie ies s and h d have c e contr trol

  • ver

er thei eir liv ives es

  • Crea

eate e fai air empl employme yment nt an and go d good d work rk for al all

  • Ensure

e hea ealth thy y standa dard d of liv ivin ing g for all

  • Crea

eate e and d de devel elop p hea ealthy y and d susta tain inable ble pl plac aces es an and c d communi mmuniti ties es

  • Stren

engt gthe hen the e role e and d impa impact t of il ill hea ealth h pr preven ention ion

Key y reco comme mmendatio ndation n of the e Marm rmot Revie iew

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SLIDE 12

GRADIENT EFFECT “…the difference in equity of income and resource distribution is one of the principal determinants of differing health status among wealthy societies. Countries with highly unequal income distributions have poorer health status than those with more equitable income distributions.”

  • Pu

Publ blic ic Health alth Agency ency of Can anad ada

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SLIDE 13

Statistics Canada reports that, on average, residents of rural regions have the lowest “disability-free life expectancy” in Canada. HEALTH GRADIENTS AND RURAL POPULATION HEALTH

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SLIDE 14
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SLIDE 15
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SLIDE 16
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SLIDE 17
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SLIDE 18

THE CHALLENGE IN 21ST CENTURY

Medical schools in the 21st century face a series of challenges:

 improving quality, equity, relevance and

effectiveness in health care delivery;

 Reducing their mismatch with societal

priorities;

 redefining roles of health professionals; and  providing evidence of impact on people’s

heath status.

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SLIDE 19
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SLIDE 20

IN INEQU EQUITIE ITIES S IN IN HEA EALTH TH AND HEA EALTHC THCARE ARE

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SLIDE 21

“WHAT GOOD DOES IT DO TO TREAT PEOPLE’S ILLNESS AND THEN SEND THEM BACK TO THE CONDITIONS THAT MADE THEM SICK?”

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SLIDE 22

“The cri risis is of

  • f ou
  • ur ti

time me relat lates no not to to tec echni hnica cal com compe peten ence, e, but but to to a loss loss of

  • f th

the so social ial and and his istor

  • ric

ical pe perspect pectiv ive, e, to to the the dis disas astro trous us div ivor

  • rce
  • f
  • f

com

  • mpe

petenc nce from from con

  • nscie

ienc nce.”

  • Ernest

est Boyer er AAMC MC

Why now?

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SLIDE 23

It is the curse of humanity that it learns to tolerate even the most horrible situations by habituation. Physicians are the natural attorney of the poor and the social problems should largely be solved by them.

  • Rudolf Virchow
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SLIDE 24

THE RESPONSE

To To addr ddress ess th those

  • se cha

hall llen enges es 130 30 orga

  • rganiza

izati tions

  • ns an

and in indi divid idua uals ls fr from

  • m ar

arou

  • und th

the wor

  • rld

ld with ith resp responsib

  • nsibil

ilit ity for

  • r hea

ealth lth educa ducatio tion, n, prof

  • fess

essiona ional re regula lati tion

  • n an

and pol

  • licy

icy-mak makin ing par partici ticipat pated for

  • r eight

ight mo mont nths hs in in a th three-roun

  • und Delp

lphi hi stu tudy dy lea leadin ding to to a thr three ee-da day faci cili lita tated co consensus nsus de develo lopme ment co confere renc nce.

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SLIDE 25

www.healthsocialaccountability.org

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SLIDE 26

IMPLEMENTATION OF GCSA

 Spain  Tunisia  Saudi Arabia  France  Brazil  SEARO  EMRO  Indonesia  Italy (AMSE)

  • Bangladesh
  • Nepal
  • South Africa
  • India
  • Sweden (WFME)
  • Canada
  • USA
  • Austria (Network TUFH)
  • Int’l Webinar (AMEE)
  • Thailand (GHWA)
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SLIDE 27

GCSA COLLABORATIONS

 World Federation for Medical Education  Assn for Medical Education In Europe (ASPIRE)  The NETWORK-TUFH  TheNET  Association of Francophone Deans  FAIMER Fellows SA  SEARAME  Other national and sub-national organizations

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SLIDE 28
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SLIDE 30
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SLIDE 31
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SLIDE 32
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SLIDE 33

THE E FUTURE TURE OF MED EDIC ICAL AL ED EDUCA UCATION TION IN IN CA CANAD ADA

Reco comm mmenda dati tion

  • n I: Add

ddress ss Indi divid idual l and d Com

  • mmu

munit ity Needs ds “Social responsibility and accountability are core values underpinning the roles of Canadian physicians and Faculties of Medicine. This commitment means that, both individually and collectively, physicians and faculties must respond to the diverse needs of individuals and communities throughout Canada, as well as meet international responsibilities to the global community.”

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SLIDE 34
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SLIDE 35

LINKING THE GLOBAL AND THE LOCAL Oc October ber 9 - 14, 4, 2012Oc 12October

  • ber 9 - 14,

, 2012 12 THUNDER HUNDER BA BAY

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SLIDE 36
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SLIDE 37

Conceptualization Production Usability

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SLIDE 38
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SLIDE 39

HOPE LOOKING FORWARD

The 21st Century will be chiefly remembered by future generations, not as an era of terrorism and environmental catastrophe, but as an age where humankind dared to act ct for the welfare of the entire planet and its people.

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SLIDE 40

Those reading this are encouraged to review the consensus document at:

ww www.healths w.healthsoc

  • cialac

ialaccountability.org countability.org

If you are interested in participating in the working groups please contact us at gcsa@familymed.ubc.ca

We would like to acknowledge the contributions of Rebecca Bailey, Charles Boelen and Bob Woollard in the creation of this presentation.