Latest Documents


  • 16-March-2016

    English

    Value in Pharmaceutical Pricing

    The Working Paper sheds light on the extent to which “value” is considered in pricing and/or coverage decisions in 14 OECD member countries. It describes methods used by countries to assess the therapeutic benefits of new products, as well as approaches for economic evaluation, where relevant, and aims to illustrate how value is assessed and what is its impact on pricing and/or reimbursement decisions.

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  • 16-March-2016

    English

    Measuring skills shortages in real time

    Discussion on how technology helps measuring skills shortages in real time

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  • 15-March-2016

    English

    Health Workforce Policies in OECD Countries - Right Jobs, Right Skills, Right Places

    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.

     

  • 15-March-2016

    English, PDF, 317kb

    Fact sheet: Trends in Medical Education and Training in the Slovak Republic

    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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  • 15-March-2016

    English, PDF, 381kb

    Fact sheet: Trends in Medical Education and Training in the Netherlands

    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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  • 15-March-2016

    English, PDF, 301kb

    Fact sheet: Trends in Nursing Education in Germany

    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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  • 15-March-2016

    English, PDF, 311kb

    Fact sheet: Trends in Medical Education and Training in Australia

    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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  • 15-March-2016

    English, PDF, 382kb

    Fact sheet: Trends in Medical Education and Training in Ireland

    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).

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  • 15-March-2016

    English, PDF, 317kb

    Fact sheet: Trends in Nursing Education in the United States

    There are two broad categories of nurses in the United States: licensed practical nurses (LPNs) or licensed vocational nurses (LVNs, and registered nurses (RNs). In addition, graduates from RN programs can pursue further education at the master’s (or doctorate) level to become Advanced Practice Registered Nurses (APRNs).

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  • 15-March-2016

    English, PDF, 432kb

    Fact sheet: Trends in Medical Education and Training in Canada

    To become a doctor in Canada, a student can therefore expect 9 to 13 years of university education and post-graduate training, depending on the area of specialisation.

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