Some Pertinent Solutions to the Challenges Faced by the Pakistani Healthcare Systems

A. Khan, M. U. Karim, N. Wallace, Fatima Shaukat, Muhammad Muaz Abbasi
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Abstract

Health systems worldwide face various challenges. Disparities are evident among different geographic locations. There are several hurdles in providing high-quality professional education, especially in low- and Lower-Middle-Income Countries (LMICs), including insufficient basic infrastructure and a shortage of professionally trained staff. This issue presents a particular risk in LMICs that are ill-equipped to deal with complex and expensive treatments [1, 2]. Although developing and enhancing educational programs to yield more healthcare professionals is constructive, these efforts need to be accompanied by educational structuring that will provide postgraduates with the necessary competencies [3]. It is not uncommon for the patients in LMICs with a potentially curable disease to receive sub-optimal treatment because of a lack of competencies and a caring attitude. This prompts some interesting challenges around the speciality training of postgraduates. In particular, what we are trying to achieve in modern oncology training programmes? Are current examination systems an effective test of knowledge, skills, and safety to practice? And, if so, are they sufficient to prepare for independent practice? Or should training programmes incorporate non-clinical skills related to issues? Interestingly, according to World Health Organization (W.H.O.), there are six elements or system building blocks of the health system that includes (i) service delivery, (ii) health workforce, (iii) health information systems, (iv) access to essential medicines, (v) financing, and (vi) leadership/governance [4]. We believe that these elements overlap with our proposal of inclusion of non-clinical leadership skills during their early years so that they are aware of the gaps and develop a mindset to improve the healthcare system by themselves. In this paper, we propose these five concepts to be inducted into our postgraduate training that will pave the way to improve our healthcare system.
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巴基斯坦医疗保健系统面临的挑战的一些相关解决方案
世界各地的卫生系统面临各种挑战。不同地理位置之间的差异是明显的。在提供高质量的专业教育方面,特别是在低收入和中低收入国家,存在一些障碍,包括基础设施不足和缺乏受过专业培训的工作人员。这一问题对那些没有能力处理复杂和昂贵治疗方法的中低收入国家构成了特别的风险[1,2]。虽然发展和加强教育项目以培养更多的医疗保健专业人员是有建设性的,但这些努力需要伴随着为研究生提供必要能力的教育结构[3]。由于缺乏能力和关怀态度,低收入和中等收入国家中具有潜在可治愈疾病的患者接受次优治疗的情况并不罕见。这给研究生的专业培养带来了一些有趣的挑战。特别是,我们在现代肿瘤学培训项目中试图实现什么?当前的考试制度是否有效地测试了知识、技能和实践的安全性?如果是这样,它们是否足以为独立实践做准备?或者培训项目是否应该纳入与问题相关的非临床技能?有趣的是,根据世界卫生组织(世卫组织)的说法,卫生系统有六个要素或系统组成部分,包括(i)服务提供,(ii)卫生人力,(iii)卫生信息系统,(iv)获得基本药物,(v)融资,以及(vi)领导/治理[4]。我们认为,这些因素与我们的建议重叠,即在他们早期纳入非临床领导技能,以便他们意识到差距,并培养自己改善医疗体系的心态。在本文中,我们建议将这五个概念引入我们的研究生培训,为改善我们的医疗体系铺平道路。
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