Educating and Training the Future Adolescent Health Workforce

Unprecedented attention is now focused on adolescents with growing appreciation of their disease burden and of the opportunities of investing in adolescent health. New investments are required to build the technical capacity for policy, programming, research, and clinical care across the world, espe...

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Bibliographic Details
Published in:Journal of adolescent health 2018-05, Vol.62 (5), p.511-524
Main Authors: Kokotailo, Patricia K., Baltag, Valentina, Sawyer, Susan M.
Format: Article
Language:English
Subjects:
Adolescent
Adolescent Health
Adolescents
Appreciation
Capacity building approach
Childrens health
Clinical research
Competency based learning
Competency-Based Education - methods
Competency-Based Education - standards
Conceptual development
Curriculum
Education
Education, Medical
Educational programs
Global Health
Health education
Health promotion
Health Workforce - standards
Humans
Labor force
Learning
Medical education
Postgraduate education
Preservice
Quality of education
Teaching
Teenagers
Training
Workforce
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Summary:Unprecedented attention is now focused on adolescents with growing appreciation of their disease burden and of the opportunities of investing in adolescent health. New investments are required to build the technical capacity for policy, programming, research, and clinical care across the world, especially in resource-poor settings where most adolescents live. Strategies to educate and train the future workforce are needed. Competency-based education and training is the standard of education in preservice (undergraduate and postgraduate) health education and medical specialty training. Yet competency is difficult to quantify and standardize, as are the processes that underpin competency-based education and training. The primary objective of this review was to identify how quality education in adolescent health and medicine is determined. This information was used to inform the development of a conceptual framework for institutions teaching adolescent health, which can be used to assess the quality of teaching and learning and to monitor the implementation of these adolescent health competencies. Specific teaching modalities and assessment tools that have been used to teach adolescent health are described to exemplify how an educational program can be delivered and assessed. This framework is a step toward the development of a more adolescent-competent health workforce.
ISSN:1054-139X
1879-1972
DOI:10.1016/j.jadohealth.2017.11.299