Build: developing a sustainable health workforce
The limited quantity, diversity and distribution of trained health workers can inhibit a health system’s flexibility and adaptability when responding to a health emergency.13 Many countries lack sufficient workforce capacity, nor have the means to train health workers in health safety protocols. For every $1 invested in COVID-19 vaccine doses, an estimated $2.50 is needed to fund, train, equip, support and protect health workers.14 Still, in urgent response to the pandemic, some countries rapidly bolstered their workforce by training community-based outreach workers, contact tracers and paramedical professionals, allowing new graduates to begin direct practice while encouraging retired medical workers to return to practice. Worldwide, more than one in four young people have been involved in some aspect of COVID-19 related social activism, awareness campaign or supply distribution, demonstrating that health systems should further invest in youth.15
Integrate positive youth development to promote health careers
Today’s youth are tomorrow’s health workforce. The health education sector can harness the global demographic dividend through investments in youth to expand and build a more diverse health workforce.16 Health professional institutions (eg, vocational training schools) should consider: expanding health promotion and education curriculum in schools, integrating public health programming at science-based and science, technology, engineering and math (STEM) institutions, scaling up leadership and volunteer opportunities in community public health (eg, internships with health departments), cocreating healthy youth and adolescent initiatives and offering free advisory services for health careers. The health sector can recruit secondary school graduates to fill roles that require less time-intensive training (eg, educators, contact tracers and vaccinators) immediately, and then support them towards progressively advanced health professional training—including on-the-job certification programmes—to align with the future job market. Young professionals are needed to assume a range of health sector roles to bolster health informatics, social services, environmental health, pharmacy, laboratory and diverse public health functions, including agricultural extension for ‘One Health’ (a collaborative, multisectoral and transdisciplinary approach to achieve optimal health outcomes for people, animals, plants and their shared environment).17 With a diverse skill mix, the health system can respond to health emergencies in a more comprehensive, inclusive and cross-sectoral manner.18 19
Further diversify health workforce profiles and skills
To build a sustainable health workforce, HRH planners should account for population health needs, service delivery gaps and relevant skill requirements, including basic mental health and psychosocial support. Training and recruiting health workers from all communities (eg, geographic, socioeconomic, linguistic, gender and ability) can diversify the health workforce pipeline to promote accessible, trusted and person-centred health services and to improve service acceptability and equity. In addition to community-based and paramedical professionals, health workers with specialised skills, such as molecular biologists, genome scientists and health technology experts for telemedicine and geographic information system mapping, have been critical to the COVID-19 response and emphasise the broad mix of health professionals required for resilient health systems.
Improve quality and availability of health workforce education
Building health workforce quality is as important as quantity. Health workers must be properly trained for rapid delivery of effective, safe healthcare, especially in health emergencies. During COVID-19, high-quality, responsive and flexible training systems to upskill health workers—for both preservice and in-service training—have been essential. Flexible, competency-based health professional learning models are key to promote interdisciplinary practices, enable task-sharing and coordinated care and support remote or virtual learning.20 e-Learning platforms have been used to orient health workers on COVID-19, because they are virtual, safe, low-cost, and have wide reach. The WHO Academy deployed a multilingual e-learning mobile application to train health workers to detect, protect, respond to and manage COVID-19.21 The Philippines’ Department of Health (DOH) Academy, as of June 2021, has deployed 39 free eLearning courses and trained more than 18 000 health professionals through the platform.22 23 Furthermore, underused technical and vocational education training institutions can create alternative career pathways, fill gaps to professionalised or specialised roles and improve health training accessibility and affordability, especially in low-resource settings.24 Analysis of health workforce skills gaps against population health trends should guide health workforce production. Planners should also assess and address the financial, gender, language and cultural barriers to training enrolment, so that health worker learning opportunities are accessible, inclusive, equitable, continual and responsive to health system needs.25