Launch and first meeting of the Commission, Lyon, France. The meeting was chaired by H.E. Mr François Hollande, President of France and, H.E. Mr Jacob Zuma, President of South Africa.
The policy study published by the OECD is based on six case studies, an extensive review of the literature, and analysis of relevant data. The report provides context for the analysis of pharmaceutical pricing policies in OECD countries, describes pricing policies employed by the OECD zone and assesses their impact.
Health workers are the cornerstone of health systems, playing a central role in providing health services to the population and improving health outcomes. The demand and supply of health workers have increased over time in all OECD countries, with jobs in the health and social sector accounting for more than 10% of total employment now in several OECD countries. This publication reviews key trends and policy priorities on health workforce across OECD countries, with a particular focus on doctors and nurses given the preeminent role that they have traditionally played in health service delivery.
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In the Slovak Republic, students can access medical education after having completed high school and having passed a university entrance examination. Since 2003, Slovakian medical schools are under the jurisdiction of the Ministry of Education, Science, Research and Sport, which also determines the financial resources available to them.
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Following this medical degree, new medical graduates can apply to enter in four different types of post-graduate clinical training programmes that are of various length: general practice (lasting 3 years), more than 30 different medical or surgical specialties (lasting 4 to 6 years), public health specialty (lasting 2.5 to years), or nursing home specialist (lasting 2 years).
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There are 37 faculties of medicine in Germany offering medical education, including a private university. Admission to medical studies remains highly competitive. In 2011, 37,400 students applied but only 9,432 students were admitted (roughly one out of four).
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In Germany, there are two main categories of nurses, first level and second level. A majority of first level nurses are trained through a 3-year vocational training programme involving hospital-based training, and these nurses can go on to pursue further education and training to specialise within the hospital setting.
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Entry to initial medical education in Australia can either occur directly following the completion of secondary school (entry to undergraduate medical education) or following the completion of a bachelor degree in any field (entry to graduate medical education). In 2014, 18 medical schools offered medical education programs in Australia.
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In Italy, there are two main categories of nurses requiring a university bachelor’s degree: Registered Nurses (RN) and Registered Paediatric Nurses (RPN). Once a Registered Nurse or a RPN, nurses can pursue further education in the form of a Master’s or Doctoral degree, which is more oriented towards an academic career.
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Entry to medical education in Ireland can occur in two ways: students can access it directly from secondary school (in which case it takes them 5 to 6 years to complete the programme) or after receiving a first bachelor degree (in which case the programme can be completed in 4 years).