Continuing medical education in Vietnam: New legislation and new roles for medical schools

Journal of Continuing Education in the Health Professions (Impact Factor: 1.36). 03/2010; 30(2):144 - 148. DOI: 10.1002/chp.20068


Driven by health care reform and the advent of the private sector in the late 1980s, and by commitments made to the Association of Southeast Asian Nations (ASEAN), Vietnam is faced with a need to increase the regulation and training of its health care professionals. Previously, a diploma from an accredited health professional school was sufficient to practice for a lifetime. Legislation has recently been passed that will institute a licensing system, will require continuing medical education (CME) to maintain the license, and will probably place a large burden on the health professional schools and training institutes to provide CME. Supported by international nongovernmental organizations and foreign universities, the medical universities in Vietnam are responding and are preparing for their new and expanded role.

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Available from: Huy Nguyen Vu Quoc, Sep 30, 2014
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    • "At present, State Medical Councils mandate 30 CME credit hours per annum for license renewal.[689] This mandatory CME credit requirement imposes a great burden on the medical community to organize relevant CME activities.[5] Similarly, medical professionals are obligated to maintain a minimum number of CME credits to keep their medical license and practice active. "
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    ABSTRACT: Medical accreditation bodies and licensing authorities are increasingly mandating continuing medical education (CME) credits for maintenance of licensure of healthcare providers. However, the costs involved in participating in these CME activities are often substantial and may be a major deterrent in obtaining these mandatory credits. It is assumed that healthcare providers often obtain sponsorship from their institutions or third party payers (i.e. pharmaceutical-industry) to attend these educational activities. Data currently does not exist exploring the funding sources for CME activities in India. In this study, we examine the relative proportion of CME activities sponsored by self, institution and the pharmaceutical-industry. We also wanted to explore the characteristics of courses that have a high proportion of self-sponsorship.
    Indian Journal of Critical Care Medicine 08/2014; 18(8):513-7. DOI:10.4103/0972-5229.138152
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    • "The historical, social, political and economic context in Vietnam has presented numerous challenges to the development of nursing as a profession. Lack of standardisation of nursing education following the war has contributed to the failure of nursing education to meet national or international competency standards (Van, Quoc et al. 2010; Crow and Thuc 2011). Additionally, nurses had limited opportunities to develop clinical teaching skills necessary to attain international standards (Kristy 1995; Jones, O'Toole et al. 2000). "
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    ABSTRACT: Until recently, standards to guide nursing education and practice in Vietnam were nonexistent. This paper describes the development and implementation of a clinical teaching capacity building project piloted in Hanoi, Vietnam. The project was part of a multi-component capacity building program designed to improve nurse education in Vietnam. Objectives of the project were to develop a collaborative clinically-based teaching model that encourages evidence-based, student-centred clinical learning. The model incorporated strategies to promote development of nursing practice to meet national competency standards. Thirty nurse teachers from two organisations in Hanoi participated in the program. These participants attended three workshops, and completed applied assessments, where participants implemented concepts from each workshop. The assessment tasks were planning, implementing and evaluating clinical teaching. On completion of the workshops, twenty participants undertook a study tour in Australia to refine the teaching model and develop an action plan for model implementation in both organisations, with an aim to disseminate the model across Vietnam. Significant changes accredited to this project have been noted on an individual and organisational level. Dissemination of this clinical teaching model has commenced in Ho Chi Minh, with further plans for more in-depth dissemination to occur throughout the country.
    Nurse education today 02/2012; 33(6). DOI:10.1016/j.nedt.2012.02.001 · 1.36 Impact Factor
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    ABSTRACT: The quality of continuing education in the health professions depends in part upon the success of educators in determining what clinicians need to know to improve practice. Studies are required to build knowledge of assessment, service, and the economies of health care education. All those interested in better systems of education and care must assure the availability of resources adequate to fulfill their primary obligations to improving practice. © 2010 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.
    Journal of Continuing Education in the Health Professions 03/2010; 30(2):75-6. DOI:10.1002/chp.20061 · 1.36 Impact Factor
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