Mots-clé
(Allemand)
|
Tajikistan, medical education, family medicine, primary health care, skills development
|
Mots-clé
(Anglais)
|
Tajikistan, medical education, family medicine, primary health care, skills development
|
Mots-clé
(Français)
|
Tajikistan, medical education, family medicine, primary health care, skills development
|
Mots-clé
(Italien)
|
Tajikistan, medical education, family medicine, primary health care, skills development
|
Description succincte
(Allemand)
|
Since 2009 the medical education reform project MEP I then MEPII have been working at all three levels of the medical education: pre-graduate, post-graduate (PGME) and continuing medical education (CME). At pre?graduate level, the curriculum has been revised, reducing the number of teaching hours, reorienting the content towards a family medicine/primary care approach and strengthening the teaching of clinical skills capacity of faculty members. Clinical skill labs have been set?up and the reform is implemented in its 4th year. The reform is moving as planned under the strong leadership of the Rector of TSMU and a committed and efficient working group leader. Year 5 and 6 are being developed. Year 6 will be a full clinical year. TSMU is facing the difficult situation of chronic public underfunding and is compensating it by enrolling a large number of students, over a thousand every year, which is beyond the teaching capacity of the institution for clinical skill development. The majority of students pay tuition which covers three quarters of running costs of TSMU. It also lacks sufficient access to medical facilities to provide adequate access to patients for students. A similar situation is encountered in Kyrgyzstan.
Documents annexés
|
Description succincte
(Anglais)
|
Since 2009 the medical education reform project MEP I then MEPII have been working at all three levels of the medical education: pre-graduate, post-graduate (PGME) and continuing medical education (CME). At pre?graduate level, the curriculum has been revised, reducing the number of teaching hours, reorienting the content towards a family medicine/primary care approach and strengthening the teaching of clinical skills capacity of faculty members. Clinical skill labs have been set?up and the reform is implemented in its 4th year. The reform is moving as planned under the strong leadership of the Rector of TSMU and a committed and efficient working group leader. Year 5 and 6 are being developed. Year 6 will be a full clinical year. TSMU is facing the difficult situation of chronic public underfunding and is compensating it by enrolling a large number of students, over a thousand every year, which is beyond the teaching capacity of the institution for clinical skill development. The majority of students pay tuition which covers three quarters of running costs of TSMU. It also lacks sufficient access to medical facilities to provide adequate access to patients for students. A similar situation is encountered in Kyrgyzstan.
Documents annexés
|
Description succincte
(Français)
|
Since 2009 the medical education reform project MEP I then MEPII have been working at all three levels of the medical education: pre-graduate, post-graduate (PGME) and continuing medical education (CME). At pre?graduate level, the curriculum has been revised, reducing the number of teaching hours, reorienting the content towards a family medicine/primary care approach and strengthening the teaching of clinical skills capacity of faculty members. Clinical skill labs have been set?up and the reform is implemented in its 4th year. The reform is moving as planned under the strong leadership of the Rector of TSMU and a committed and efficient working group leader. Year 5 and 6 are being developed. Year 6 will be a full clinical year. TSMU is facing the difficult situation of chronic public underfunding and is compensating it by enrolling a large number of students, over a thousand every year, which is beyond the teaching capacity of the institution for clinical skill development. The majority of students pay tuition which covers three quarters of running costs of TSMU. It also lacks sufficient access to medical facilities to provide adequate access to patients for students. A similar situation is encountered in Kyrgyzstan.
Documents annexés
|
Description succincte
(Italien)
|
Since 2009 the medical education reform project MEP I then MEPII have been working at all three levels of the medical education: pre-graduate, post-graduate (PGME) and continuing medical education (CME). At pre?graduate level, the curriculum has been revised, reducing the number of teaching hours, reorienting the content towards a family medicine/primary care approach and strengthening the teaching of clinical skills capacity of faculty members. Clinical skill labs have been set?up and the reform is implemented in its 4th year. The reform is moving as planned under the strong leadership of the Rector of TSMU and a committed and efficient working group leader. Year 5 and 6 are being developed. Year 6 will be a full clinical year. TSMU is facing the difficult situation of chronic public underfunding and is compensating it by enrolling a large number of students, over a thousand every year, which is beyond the teaching capacity of the institution for clinical skill development. The majority of students pay tuition which covers three quarters of running costs of TSMU. It also lacks sufficient access to medical facilities to provide adequate access to patients for students. A similar situation is encountered in Kyrgyzstan.
Documents annexés
|
Mandataire
(Anglais)
|
Louis Loutan
|
Budget imputé
(Anglais)
|
SDC
|
Bases légales
(Anglais)
|
Art. 57 Abs. 1 RVOG Art. 57 al. 1 LOGA Art. 57 cpv. 1 LOGA
|
Droits d'auteur
(Anglais)
|
Copyright, Bundesbehörden der Schweizerischen Eidgenossenschaft | Droits d'auteur: autorités de la Confédération suisse | Diritti d'autore: autorità della Confederazione Svizzera | Dretgs d'autur: autoritads da la Confederaziun svizra | Copyright, Swiss federal authorities
|
Renseignements
(Anglais)
|
SDC Eurasia Division+41 (0)58 462 44 14eurad_oza@eda.admin.ch
|
