Innovations in medical education in Vietnam

Abstract

Medical education reforms are a crucial component to ensuring healthcare systems can meet current and future population needs. In 2010, a Lancet commission called for ‘a new century of transformative health professional education’, with a particular focus on the needs of low-income and-middle-income countries (LMICs), such as Vietnam. This requires policymakers and educational leaders to find and apply novel and innovative approaches to the design and delivery of medical education. This review describes the current state of physician training in Vietnam and how innovations in medical education curriculum, pedagogy and technology are helping to transform medical education at the undergraduate and graduate levels. It also examines enabling factors, including novel partnerships and new education policies which catalysed and sustained these innovations. Our review focused on the experience of five public universities of medicine and pharmacy currently undergoing medical education reform, along with a newly established private university. Research in the area of medical education innovation is needed. Future work should look at the outcomes of these innovations on medical education and the quality of medical graduates. Nonetheless, this review aims to inspire future innovations in medical education in Vietnam and in other LMICs.

Transforming medical education to strengthen the health professional training in Viet Nam: A case study

“…Furthermore, on-site HAIVN staff have repeatedly and readily provided technical and organisational support. 20 …”

Accreditation of medical education in Vietnam: From local to global excellence

“…There are twenty-nine medical universities in Vietnam, with an average of 400-600 medical students graduating per year at each school. 1 This increase has also led to a demand for quality assurance and mechanisms for regulation and training of the health professionals. Ministry of Education and Training (MOET) hold primary responsibility for quality assurance of all degree and professional programs in Vietnam.…”

Undergraduate Medical Education Reform in Viet Nam for a Primary Health Care Workforce

“…In this paper we describe the development and implementation of a longitudinal course that horizontally and vertically integrates PHC experiences and concepts for all students. Our international team developed this course collaboratively as part of a larger national effort to reform UME in Viet Nam [ 23 ].…”

“…Viet Nam, a lower middle-income country in Southeast Asia, has 29 medical universities with an average of 400–600 medical students matriculating per year at each school [ 23 24 ]. UME in Viet Nam is predominately a six-year program that follows the completion of secondary education [ 23 25 ].…”

“…Viet Nam, a lower middle-income country in Southeast Asia, has 29 medical universities with an average of 400–600 medical students matriculating per year at each school [ 23 24 ]. UME in Viet Nam is predominately a six-year program that follows the completion of secondary education [ 23 25 ]. Programmes are organised in a traditional format of the pre-clerkship years, consisting of basic science, followed by teaching of the clinical sciences and hospital-based rotations in the clerkship years [ 23 25 ].…”