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close this bookEducational Handbook for Health Personnel (WHO - OMS, 1998, 392 p.)
close this folderChapter 1: Priority health problems and educational objectives
View the document(introduction...)
View the documentThe educational planning spiral
View the documentThe road to relevance
View the documentSystem?
View the documentThe actors involved in activities related to health care
View the documentImportance of defining professional tasks
View the documentSelection of training goals1
View the documentExample of services provided by rural health units1
View the documentTypes of educational objectives
View the documentGeneral objectives: professional functions
View the documentProfessional activities and intermediate objectives
View the documentBuilding in relevance
View the documentProfessional tasks and specific educational objectives
View the documentIdentifying the components of a task
View the documentDefinition of specific educational objectives in relation to a task

The actors involved in activities related to health care

1.15

The participants involved in activities related to health care (whom we shall call here the actors), both in the health system itself and in the support systems, may be institutions, public or private agencies, or individuals. Some of them directly provide health services (e.g. nurses or doctors). Others work in areas in which certain aspects are relevant to health - they are indirect providers of care. They may belong to interprofessional groups which include health personnel, or occupy positions in which they are natural partners in dialogue or collaboration with health professionals (e.g. agronomists).

Then there are the users of the health services. Some will have occasional recourse to competences in the area of health (e.g. school-age children) while others will be more regular users (e.g. diabetics). Dialogue between all these users and providers will produce valuable feedback for those whose task it is to design training programmes for health personnel.

These actors are very numerous. We shall nevertheless attempt to identify them, simply in order to understand how important and necessary it is that there should be dialogue between them and how difficult and complex this is likely to be.

Personal notes

1.16

EXERCISE

1.17

For each of the high priority health problems (column 1) you listed previously (page 1.09), state the support systems concerned in your country (column 2); the providers of direct (column 3) or indirect (column 4) care and the occasional (column 5) or regular users (column 6).

High priority health problems

Support systems

Actors



Providers

Users



Direct

Indirect

Occasional

Regular

(1)

(2)

(3)

(4)

(5)

(6)







There are nearly always more actors involved than you might expect! Compare your list with the list on the next page... and draw your own conclusions.

EXERCISE

1.18

Now examine the long list of actors1 reproduced below (for an example comprising only two health problems).

- Underline those you mentioned in the previous exercise;

- Place brackets round the actors you did not mention and relate them to the particular health problem(s) which concern them.

1 Drawn up by a group of participants in the Community Health Course, Faculty of Medicine University of Geneva, Switzerland, 1989.



Actors

High priority health problems

Support systems

Providers

Users



Direct

Indirect

Occasional

Regular

(1)

(2)

(3)

(4)

(5)

(6)

Resulting from internal aggression (lifestyle) e.g.
- obesity
- hypertension
- diabetes
- stroke
- heart attack
- dental caries
- alcoholism
- smoking
- anorexia
- suicide
- cancer

- all citizens
- general infrastructure
- education system

- doctors
- nurses
- dentists
- pharmacists
- health educators
- gynaecologists
- psychiatrists
- psychologists
- paediatricians
- nutritionists
- dietitians

- teachers
- journalists
- media specialists
- publicists
- caterers
- chefs/cooks
- food industry
- farmers
- industrialists
- tobacco and alcohol regulatory authorities
- agronomists

- healthy individuals
- parents
- infants
- school-age children
- pregnant women

- groups at risk
- diabetics
- elderly people

Resulting from external aggression e.g.
- transport, work, home, school accidents
- air and water pollution

- political system
- public administration
- education system
- general infrastructure

- surgeons
- physio-therapists
- radiologists
- veterinarians
- emergency medical workers
- occupational physicians
- school doctors

- opticians
- oculists
- laboratory technicians
- sanitary engineers
- ambulance drivers
- meteorologists
- driving instructors
- architects
- planners
- civil engineers
- teachers
- civil administrators
- elected representatives
- politicians
- trade unions
- ergonomists
- insurers

- healthy individuals
- parents
- school-age children
- workforce (industry and agriculture)

- handicapped
- asthmatics
- allergic