1. POST DIPLOMA EDUCATION OF FAMILY MEDICINE PHYSICIANS IN KYRGYZ STATE MEDICAL ACADEMY ROADS AND PERSPECTIVES OF PARTNERSHIP

2. GOALS OF HEALTH CARE REFORM PERSONNEL POLICY Improvement, standardization and optimization of medical education system Improvement, standardization and optimization of medical education system Optimization of number and regional distribution of personnel Optimization of number and regional distribution of personnel Improvement of work quality, professional skills and knowledge Improvement of work quality, professional skills and knowledge Creation of necessary conditions to optimize medical specialist’s work Creation of necessary conditions to optimize medical specialist’s work

3. IMPROVEMENT, STANDARDIZATION AND OPTIMIZATION OF MEDICAL EDUCATION SYSTEM  Undergraduate education  Post Diploma  Continuous

4. POST DIPLOMA EDUCATION OF FAMILY MEDICINE PHYSICIANS Working out and introduction of new educational standards (programs) Working out and introduction of new educational standards (programs) Improvement of professional training quality in residency Improvement of professional training quality in residency Improvement of teaching staff’s professional level Improvement of teaching staff’s professional level Improvement of clinical base and teaching sites Improvement of clinical base and teaching sites

5. DEFICIENCY OF MEDICAL EDUCATION Gap between theory and practical training Gap between theory and practical training Low level of training in modern medical technology, including communication Low level of training in modern medical technology, including communication Low level of practical clinical skills Low level of practical clinical skills Separation of educational theoretical basis from instructor’s clinical activity Separation of educational theoretical basis from instructor’s clinical activity Inadequate clinical psychology education, absence of “ physician-patient”communication Inadequate clinical psychology education, absence of “ physician-patient”communication Lack of pedagogical and methodic training for clinical teachers Lack of pedagogical and methodic training for clinical teachers

6. NECESSARY LEVEL OF KNOWLEDGE AND SKILLS COUNCIL OF HIGH MEDICAL EDUCATION ACCREDITATION (САВМО-ACGME) – 1999 г.  Medical knowledge  Clinical skills  Training and improvement, based on practice.  Professionalism  Communication and interpersonal skills  Practice, based on systems

7. К Г М А ЦЕНТР СЕМЕЙНОЙ МЕДИЦИНЫ Научно-аналитический отдел Отделение семейной медицины лечебного факультета Кафедра семейной медицины Отдел последипломного обучения Г С В K S M A Family Medicine Center Research analytical depart.Division of General Medicine Faculty Family Medicine Department of Family MedicineDivision of Post Diploma Training SFMP Structure of Family Medicine Center

9. Family medicine – 14 weeks Family medicine – 14 weeks Internal medicine– 14 weeks Internal medicine– 14 weeks Surgical diseases – 12 weeks Surgical diseases – 12 weeks Pediatrics – 12 weeks Pediatrics – 12 weeks Obstetrics and gynecology – 10 weeks Obstetrics and gynecology – 10 weeks Psychiatry and medical psychology –3 weeks Psychiatry and medical psychology –3 weeks Infection diseases – 6 weeks Infection diseases – 6 weeks Neurology – 2 weeks Neurology – 2 weeks Otolaryngology – 2 weeks Otolaryngology – 2 weeks Oncology – 2 weeks Oncology – 2 weeks Clinical pharmacology – 2 weeks Clinical pharmacology – 2 weeks Phthysiology – 2 weeks Phthysiology – 2 weeks Laboratory and instrumental diagnostic – 3 weeks Laboratory and instrumental diagnostic – 3 weeks Exams – 2 weeks Exams – 2 weeks Common: – 88 weeks Common: – 88 weeks

10. Center Center Post Diploma training Course of therapeutics Course of surgery Course of Pediatrics Course of specialization Obstetrics and gynecology Center of family medicine

11. Strategy of development and adoption of new training program (educational standards )  Preparatory stage  Stage of development of training program  Acquaint and co-ordinate stage  Stage of implementation and introduction  Stage of effectiveness evaluation

12. Preparatory stage Information search Information search Determine goals and tasks Determine goals and tasks Determine timeline and implementation plan Determine timeline and implementation plan Selection of development team Selection of development team

13. Stages of training program development  Determination of training periods and goals  Determination of physician’s quality descriptions  Development of training plans  Development of new training technology  Development of requirements for training of students  Change the theoretical and practical assignment hours  Determination of requirements for clinical base  Determination of requirements for technical and information resources

14. Acquaint and Co-ordinate Stage  Get opinions from experts  Co-ordinate with educational and health care administrative authorities

15. Stages of Implementation  Management of new program implementation  Determination of learning and clinical base and their modernization  Selection and retraining of teaching staff  Modernization of technologies and introduction of new training methods  Development and introduction of new knowledge and practical skills evaluation methods  Democratization of training process (tutor activity)

16. Stages of Evaluation  Evaluation of implementation On initial stage of introduction On initial stage of introduction On intermediate stage of introduction On intermediate stage of introduction  Final evaluation

17. MONITORING AND EVALUATION OF POST DIPLOMA EDUCATIOIN

18. QUANTITY INDICATORS OF MONITORING AND EVALUATION Number of undergraduate and post diploma students Number of undergraduate and post diploma students Number of physicians working in their profession line Number of physicians working in their profession line Number of physicians working in their profession line in urban and rural fields Number of physicians working in their profession line in urban and rural fields Number of instructors who had retraining and improvement courses Number of instructors who had retraining and improvement courses Number of new training program and plans Number of new training program and plans Number of new learning equipment and instruments Number of new learning equipment and instruments Number of new training sites for teaching Number of new training sites for teaching

19. QUALITY INDICATORS OF MONITORING AND EVALUATION  Training quality : questionnaire of students, instructors, graduated physicians, and interviewing of patientsquestionnaire of students, instructors, graduated physicians, and interviewing of patients Quality of training program and plansQuality of training program and plans Accreditation of training program and plansAccreditation of training program and plans Expert’s evaluation of training programs and plansExpert’s evaluation of training programs and plans Quality of teaching and learningQuality of teaching and learning Technical and methodic testing of learning processTechnical and methodic testing of learning process Expert’s evaluation of learning processExpert’s evaluation of learning process Certification of educational institutionCertification of educational institution Certification of students, instructors and physiciansCertification of students, instructors and physicians