The Allied Health Expansion Program: Rethinking how to prepare a workforce to enable improved public health outcomes

作者：Lisa Dalton, Andrew P. Hills, Sisitha Jayasinghe, Kendra Strong, Paula L. Hyland, Nuala M. Byrne · 发表于：Frontiers in Public Health · 年份：2023 · DOI：10.3389/fpubh.2023.1119726 · 被引用次数：14 · 研究领域：Global Health Workforce Issues、Interprofessional Education and Collaboration、Global Health and Surgery

Improvements in global public health require universal health care supported by a health workforce with competencies appropriate for local population needs–the right capabilities, in the right place, and at the right time. Health inequities persist in Tasmania, and Australia more broadly, most notably for those people living in rural and remote areas. The article describes the curriculum design thinking approach being used to codesign and develop a connected system of education and training to target intergenerational change in the allied health (AH) workforce capacity in Tasmania, and beyond. A curriculum design thinking process is engaging AH participant groups (faculty, AH professionals, and leaders across health, education, aged and disability sectors) in a series of focus groups and workshops. The design process deals with four questions: What is? What if? What wows? and What works? It also involves Discover, Define, Develop and Deliver phases that continue to inform the development of the new suite of AH education programs. The British Design Council's Double Diamond model is used to organize and interpret stakeholder input. During the initial design thinking discover phase, stakeholders identified four overarching problems: rurality, workforce challenges, graduate skill set shortfalls, and clinical placements and supervision. These problems are described in terms of relevance to the contextual learning environment in which AH education innovation is occurring. The deve...