THPE683 - Poster Exhibition
Building the HIV health workforce: innovations from the United States (U.S.) and abroad through the Health Resources and Services Administration (HRSA) AIDS Education and Training Centers (AETC) and the International Training and Education Center for Heal
E.M. Reyes1, L. Wegman2, R. Wilcox3, E. Caldeira-Comvalius4
1University of California San Francisco, Family and Community Medicine, San Francisco, United States, 2Health Resources and Services Administration (HRSA), HIV/AIDS Bureau, Rockville, United States, 3Louisiana State University Health Sciences Center, Delta Region AIDS Education and Training Center, New Orleans, United States, 4Health Resources and Services Administration (HRSA), HIV/AIDS Bureau, Office of Global AIDS Program, Rockville, United States
Background: We describe responses, outcomes and lessons learned in developing skilled clinicians and increasing access to quality HIV care in the US and abroad. As health systems reform progresses on the domestic and global stages, the experiences of the US-based AETC Network and the I-TECH global response provide important lessons. Country-level strategic plans provide blueprints for coordinated responses to the HIV epidemic. HRSA funds two programs instrumental in strengthening the HIV healthcare workforce: 1) the AETC Network, providing coordinated responses to training/educational needs of the US HIV healthcare workforce for the past 25 years, and 2) I-TECH, a 10-year global program working with local partners to develop skilled healthcare workers and strong health systems in resource-limited countries. Both programs promote local capacity-building to sustain effective health systems.
Methods: AETC and I-TECH programs use a Framework for Training (FfT) based on Adult Learning Principles and Diffusion of Innovation Theory. Training interventions are divided into didactic, skills-building, clinical mentoring and consultation, and technical assistance to strengthen health systems. Both have developed systems for diffusing HIV clinical care best practices across networks of high, medium, and low volume healthcare providers.
Results: The AETCs and I-TECH have been responsive to national strategies in the US and abroad. The AETC Network has grown from 5 regional AETCs to 11 regional, 5 national, and 2 programs supporting telehealth and graduate medical education over the course of its 25 year history. Over its 10 years, I-TECH has grown from supporting health systems strengthening in 8 countries to 16 countries.
Conclusions: The FfT has been effective in the US and globally to move workforce development from didactic training toward HIV clinical mentoring and consultation. The capacity built by the AETC and I-TECH programs offers important lessons for training clinical providers and integrating capacity-building to support health systems change.
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