A Guide for Policy Makers and Program Managers: Planning a Continuing Education Policy Workshop

Some countries adopt a systematic approach to continuing education, which maximizes resources, provides valuable training, avoids duplication of services, and promotes interaction between different sectors. This approach is likely to foster effective training and sustainability. A systematic approach to continuing education involves five key steps: developing or revising a policy statement, conducting a training needs assessment, defining management and planning activities, organizing and implementing system programs, and monitoring and evaluating the system. These steps are essential for improving or developing a continuing education system that enhances and maintains the skills of all cadres of health workers. One of the primary benefits of a systematic approach to continuing education is that it helps maintain previously learned skills, facilitates learning new skills, and advocates adapting old skills and knowledge to changing community health needs. It also encourages adjustment to a different environment than that found in preservice or basic training. A systematic approach to continuing education also promotes a planned budget for continuing education, brings continuing education as close to the periphery as possible, and supports a needs assessment or systematic plan that determines who will be trained. Furthermore, it encourages the use of trainers with special skills in how to train, supports the use of training methods that are not didactic, and avoids agency or donor overlapping. In addition, a systematic approach to continuing education helps alleviate some problems encountered by ministries presently providing continuing education for their health workers. It encourages institutions and agencies to coordinate their activities, improves overall health care services, and supports health workers from the conclusion of their preservice training until retirement or completion of their career. A policy statement is a critical first step in developing a continuing education system. It helps ensure that goals and functions of a continuing education system are agreed upon by all individuals involved in approving, implementing, using, financing, and sustaining the system. The policy statement defines how broad or narrow the scope of continuing education will be and should be developed with representation from all groups associated with continuing education. A training needs assessment is also essential for making continuing education relevant to health workers. It helps decision makers determine what kind of training is necessary and should be based on needs identified in three general areas: the problems faced by the community, the needs of the health system in its attempt to meet the standards of care required, and the problems recognized by the health workers themselves in performing their work. There are many methods used to assess needs, including surveys, observation studies, personal interviews, and discussions with community members, health workers, and administrators. The most appropriate method for a program should be decided based on the cost, method of collecting information, time, and people available. Some examples of useful information from the community, health care workers, and the health care system include what the community sees as its health needs, how clients assess the quality of care, and what types of community resources are available. Health workers may also provide information on the services most requested by patients at the health center, whether they possess the knowledge, skills, and equipment to provide them, and what skills or information they would like to have covered in a continuing education program.