Abstract
The COVID-19 pandemic has highlighted embedded inequities and fragmentation in our health systems. Traditionally, structural issues with health professional education perpetuate these. COVID-19 has highlighted inequities, but may also be a disruptor, allowing positive responses and system redesign. Examples from health professional schools in high and low-and middle-income countries illustrate pro-equity interventions of current relevance. We recommend that health professional schools and planners consider educational redesign to produce a health workforce well equipped to respond to pandemics and meet future need.
Original language | English |
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Pages (from-to) | 1-6 |
Number of pages | 6 |
Journal | Rural and remote health |
Volume | 22 |
Issue number | 2 |
DOIs | |
State | Published - 2022 |
Keywords
- COVID-19
- Community-based education
- medical education
- primary health care
- social accountability
- social mission