f.oel. ghorfa – 1 st. health care forum berlin 2006 1 the urgent need for health care education in...

F.Oel. GHORFA – 1st. Health Care Forum Berlin 2006 1

The urgent need for The urgent need for Health Care EducationHealth Care Education

in Middle Eastin Middle East New Models of border crossing Public - Private - PartnershipsNew Models of border crossing Public - Private - Partnerships

The urgent need for The urgent need for Health Care EducationHealth Care Education

in Middle Eastin Middle East New Models of border crossing Public - Private - PartnershipsNew Models of border crossing Public - Private - Partnerships

1st German Arab Health Care Forum Berlin, Wednesday, 13th of December 2006Prof. Dr. Dr.h.c. Fried OelschlegelSaudi German Hospitals Group


Healthcare workforces in Middle EastHealthcare workforces in Middle East

In Middle East; 85 – 90 % of Health Care Professionals are Expatriates.Majority from underdeveloped countries ( cheap & unpretentious ).Increasing number of medical staff from 3rd and 4th development countries as Egypt, India, Pakistan, South Africa, Philippines, Albania, Moldavia, Ukraine. Insufficient teaching conditions at governmental Universities.Lack of international standards; Lack of control.Expected annual growth of population is three times higher than the growth of studying places.The number of Health Care Professionals per 1000 population in Middle East to Europe and USA is lower 6-7 times and 3 times lower to the world average; The gap between supply and demand will get bigger. The expansion of Health Care Services and Education is becoming a top priority for the National Health Care Systems in Middle East & Africa


MENA Universities – Cash cows ?MENA Universities – Cash cows ?High fees – low quality High fees – low quality

Old curricula, uncontrolled and not updated, no front teaching , no fare of practice, low social acceptance & weak reputation of academic staff.No any clinical, experimental or applicable medical research.No cooperation with medical & pharmaceutical industry.No cooperation with leading medical centres of the world.No organized scientific life or approaches.Insufficient study conditions for students.Financial hurdles & limitations of access by increasing study fees.


WHO StatisticsWHO Statistics


WHO

Health Workers Classification


A quick screening shows that the Middle East region indicators are 2 to 3 times below the average than the rest of the world.

5-6 times less than Europe or USA

WHO

Global Health Workforce, by density


WHO

25 % of all diseases, 2,3 HW per 1000 population

9,2 % of all, diseases4,0 HW per 1000

Distribution of Health Care forces


WHO

Increasing Critical Shortage


WHO

Middle East needs app. 100 % more medical staff to leave the Level of a critical shortage; and 400% more to reach the European Standard.

100 % more staff is needed


Table 1.4 Numbers of Medical Schools in the Middle East:Country Number of Medical Schools

Iran 46

Egypt 16

Iraq 10

Kingdom of Saudi Arabia 6

Lebanon 5

Syria 3

United Arab Of Emirates 3

Oman 2

Yemen 2

Bahrain 1

Kuwait 1

TOTAL 95

WHO

The number of students has The number of students has to be doubled to be doubled


Global demand for international higher education is estimated to increase from 1.9

million students in 2006 to 5.4 million students by 2025.

21 billion USD is the current volume of private education in Middle East & North Africa.

The market playersThe market players

Yousef Al Essa, General Manager, Addax Investment Bank 02.04.06

USA, UK, & Australia are the major competitors for the private education market.

Other players such as New Zealand, Singapore and Canada are also becoming more active.

Germany is represented on the markets with minimized capacities at Egypt, Lebanon, Jordan – without German

Institutions for Medical Education.


This day has changed the world....This day has changed the world....


There was also a dramatic decrease in There was also a dramatic decrease in the number of students from Arab the number of students from Arab countries……countries……

The 30,000 Saudi students in 2004/2005 indicated again a 14% decrease; the year before ( 2003 ) the number of students decreased

16 % to 2002.The number of students from the United Arab Emirates also decreased again by 7% in 2004/2005 in comparison to 30% in

2003/2004, with a total number of 1200 students. The number of Kuwaiti students decreased by 7% in 2004-2005, in comparison to 17% in 2003-2004, when there were 1720 students. The number of Jordanian students decreased by 5% compared to 15% during the

previous years. As for Egyptian students, the number dropped by 14% to 1575 students.

There are few indications that the number of Arab students will increase again in the United States and this depends on security

matters. The same, however, applies to the American students who intend on traveling to the Middle East to learn Arabic.


To find a lasting answer on the To find a lasting answer on the challenges of the present and futurechallenges of the present and future

It needsTouchable Capacities the required facilities of education ( KG, high schools, secondary schools, universities ) in the required volume ( to double the capacities immediately and then annually + 3.5 % ( population growth ).Infra Structures Balanced Interfaces between the educational institutions. Unrestricted access for students; independent of gender & financial situation of student parents.Implemented and controlled international standards of educational quality a new definition of Academics & Lectures. International approved and accredited curricula. Exchange programs for teacher and students. Cooperation with medical & pharmaceutical industry. Implementation of Medical Research.


difficult topics…..difficult topics…..

Segregation of male and female students depends of regional traditions and culture.“Sharia” compliance academic culture.Implementation of Medical Research ( clinical, experimental & applicable ).Cooperation with other Universities and Medical Centre abroad.

The Wilhelm von Humboldt Approach Theoria cum Praxi needs the new type of teacher: “ clinicians + researcher + teacher ”.Considering of “ Teaching Hospitals “ as Centre of Medical Excellence and host for advanced quality ( it’s an honor to become a teaching hospital ).Necessity and personal obligation of continuously further education and acceptance of organized recertification procedures.A “ lived “ ethical value system. To attract “ servant / assisting “ professions e.g. Nursing for Nationals.


...all our social systems are currently undergoing a comprehensive review in terms of their

philosophy, objectives, laws, and methodologies. Regarding the educational system, we have

indeed started implementing measures to introduce structural changes that will

modernize and update the educational structure, enabling it to respond to the

requirements of the stage while strengthening the role of knowledge and human capital in

economic and societal development, and promoting individual skills and capabilities.

The reforms also aim to fortify the relationship between the educational process and the

developmental, security, and demographic needs, in order to create the appropriate

atmosphere for producing a productive human being who is proud of his identity and able to give

and effectively contribute to the making of the future.

The President of the UAE, Sheikh Khalifa Bin Zayed al Nahyan during an interview with Asharq Al Awsat's 25th

November 2006

UAE - to be aware of the needs UAE - to be aware of the needs


New model of border crossing New model of border crossing

Public - Private – Partnership in Medical Education Public - Private – Partnership in Medical Education


The BAB GroupThe BAB Group

The Bait Al Batterjee Medical Company (BAB) is the largest healthcare company in the Middle East, and operates its hospitals

under the Saudi German Hospitals Group (SGHG) brand name. Presently, it is operating four hospitals in the Kingdom of Saudi

Arabia (Jeddah, Aseer, Madinah and Riyadh), and a fifth hospital in Yemen ( Sana’a ) as well with all together 1600 hospital beds .

Further 13 hospitals in Egypt, UAE, Kuwait, Nigeria, Ethiopia and Pakistan are under construction, or in a final stage of construction

planning. By the year 2015, the group intends to manage over 30 hospitals

throughout the Middle East and Africa. The Group has employed 5,200 professionals from 26 countries ( of

them are about 500 physicians and surgeons, 1,500 nurses and a similar number of technologists and other support staff)

All hospitals are multidisciplinary structured, ISO certificated and on the highest level of IT applications ( paper-and film less ).


Bait Al-Batterjee Medical Co.(BAB Holding)

HOSPITALS MEDICAL EDUCATIONNON FOR PROFIT ORGANIZATIONS

OTHER ESTABLISHMENTS

SGH JEDDAH - KSA

SGH HAIL - KSA

SGH DUBAI

SGH EGYPT

SGH YEMEN

MEAHCO(Middle East Healthcare Co)

SGH ASEER - KSA SGH RIYADH - KSA SGH MADINAH - KSA

BMC(Batterjee Medical College)

SGNAs(Saudi German Nursing & Allied Sciences Institute)

SEDI(Saudi Entrepreneurship Development Institute)

HMRTI(Health Management

Research & Training Institute)

FBA(Family Business Academy))

Charity Blood Bank

CONSTRUCTION DIVISION

TRADING DIVISION

GOLD’S GYM

BAB Group: BAB Group: Organization Chart


Education – Education – more than business more than business

The Bait Al Batterjee Group as owner of the brand SGHG got the approval to establish five private medical colleges in the Kingdom of

Saudi Arabia; each of them with 4000 students.

Beside other activities in medical education as the established 5 Schools for Nursing and Allied Health Sciences ( SGNA ) with 800 students at

present, the Batterjee Medical Colleges (BMC) will fulfill all international standards of advanced medical education.

The first colleges in Jeddah has started with education eight weeks before.


To be the regional leader in providing educational and vocational training opportunities of the highest quality in medical, nursing and allied health

sciences that are comparable to international standards.

Through the assistance of highly qualified faculties, the use of advanced technology and the guidance of community leaders, our graduates will

be able top professionally compete locally and world wide. And, be effective contributors towards the advancement of our societies.

BMC Mission


Pre-requisites & DemandsPre-requisites & Demands

Pre-requisites:Excellent & outstanding position in clinical practice, excellent working

conditions for teacher and students in for teaching designed / adapted hospitals, state of art medical devices & technologies in diagnostic and

treatment, implemented system of quality control and clinical research, a strong network to worldwide Centers of Excellence.

Demands: The outstanding intention and ability to invest in quality (of teachers), in quality (of students), in quality of international network (benchmarks & accreditations), in quality of working and living conditions (to attract the best) for teacher and students, an independent International academic

advisory board with strong ties to the World Federation for Medical Education & WHO.


The BMC is planned to:

Acquire international appreciation through quality in teaching.Educate future leaders in Health Care & Health Care Sciences.Create interdisciplinary synergy.Be research and clinical practice oriented.Be innovative, creative and supporting medical talents. Be rich in its resources and to develop International Partnerships.Be successful in improving administrative and institutional structures.Provide effective communication and collaboration networks with its stakeholders.

Essential aims


BMC Structure & Faculties

Degree Duration of

Program years

Bachelor of Medicine and Surgery (MBBS)

6

Bachelor of Dentist Surgery (BDS) 5

Bachelor of Pharmacy 5

Bachelor of Nursing 4

Bachelor of Physiotherapy 4

Bachelor of Medical Imaging Technology (Radiology)

4

Bachelor of Laboratory Technology 4

Bachelor of Health Information 4

Bachelor of Health Administration 4

Board of President Board ofTrustees Directors

Dean

Vice - Dean Vice - DeanStudy Affairs Academic

9 COLLEGES


Continuously Education Diploma Undergraduate (BSc) Postgraduate

(Master, PhD) Further Education ( Re-Certification ).

Problem focused Education Implementation Reform / Model Curricula.

Student centralized support ( Mentors/ Tudors/ Housing/ Free INTERNET/ 24h Library ).

Talents & Awards Special programs for the best.

Study Ship Study without headaches and financial burdens.

The five BMC approaches


Enrolled StudentsEnrolled Students

Number of students / Years

2007 2008 2009 2010 2011 2012 2013 2014

Medicine 120 246 380 507 631 754 777 788

Dentistry 0 80 164 253 332 422 438 446

Pharmacy 0 0 80 164 253 339 422 438

Nursing 120 246 380 507 532 543 543 543

Physiotherapy 120 246 380 507 532 543 543 543

Radiology 0 40 82 127 170 179 183 183

Laboratory 0 0 40 82 127 170 179 183

Healthcare IT 0 0 0 40 82 127 170 179

Healthcare Administration

40 82 127 170 179 183 183 183

TOTAL 400 940 1,633 2,357 2,845 3,260 3,438 3,486

In 2007 we will start with 1200 students; 800 of SGNA; 400 or more with BMC


Most important ratiosMost important ratios

Courses BMC Ratio Students: Teacher

Medicine & SurgeryDentistry

12 : 1 15 : 1

Internship 12 : 1 15 : 1

PharmacyNursingPhysiotherapyRadiologyLaboratory Technology

16 : 1 20 : 1

Health Care ITHealth Care Administration 24 : 1 30 : 1

Recommended Ratio’s


BMC – International contractual BMC – International contractual links to medical schoolslinks to medical schools

United Kingdom

Germany

France

Switzerland

South Africa

China

Thailand


International ties with International ties with leading Medical Schoolsleading Medical Schools

Eberhard Karls University of Tuebingen, Germany

CHARITE Berlin, Germany

Ludwig Maximilian University Munich; Germany

German Heart Centre Berlin, Germany

Otto von Guericke University Magdeburg; Germany

University for Applied Studies Zwickau; Germany

IB Medical Academy Stuttgart, Germany

Nebraska Wesleyan University

University of South Africa; Durban

King Abdulaziz University, Jeddah, KSA

World Federation for Medical Education; Copenhagen, Denmark

WHO ; Geneve; Switzerland


Cross borders PPPCross borders PPP

Main emphases of our interests and goals till 2010 are:

Implementation of education standards ( approved and accredited ).Tailoring of curricula ( problem focused teaching ).Development of tests and examinations following international standards.Installing of a comprehensive system of Quality & Success control.Establishment of Teaching licenses including re-certification program.Student & Teachers Exchange Program.Improving the network to German Universities on all academic fields.Participation in multi -centric medical research studies.


PPP in education – PPP in education – a sustainable business ? a sustainable business ?

WIN for BAB Group WIN for German Universitiesoffering as Saudi - German – Group medical education based on standards “made in Germany “.

“ selling “ what Germany has –Knowledge, Experience, Skills and academic Traditions.

Offering modern teaching programs “ focused on medical problems “ in clinical practice.

Selling & extending practical experience in adapting and tuning of modern teaching methods and ways.

Participation in international multi-centric medical research programs.

Extending research fields- especially in genetic diseases ; stem cell research.

Academic network and exchange program.

Attracting students and young scientists for German Universities.

Higher attractive, better position on the market, more & better students, higher income !

Higher attractive, better position on the market, more & better students, higher income !


Our offer to GermanyOur offer to Germany

For future developments, the Bait Al Batterjee Group is inviting For future developments, the Bait Al Batterjee Group is inviting interested Universities, German Governmental Organizations for interested Universities, German Governmental Organizations for

Education and the German medical & pharmaceutical industry to Education and the German medical & pharmaceutical industry to establish establish STRATEGIC ALLIANCES AND LONG TERM PUBLIC STRATEGIC ALLIANCES AND LONG TERM PUBLIC

PRIVATE PARTNERSHIP’sPRIVATE PARTNERSHIP’s with private educational institutes, with private educational institutes, medical schools and universities in Middle East. medical schools and universities in Middle East.

The urgent needs and the synergy effects which could generate is The urgent needs and the synergy effects which could generate is promising a sustainable win-win-business for all partners.promising a sustainable win-win-business for all partners.

TO BRING THE STRONG ONES TOGETHERTO BRING THE STRONG ONES TOGETHER is the key philosophy is the key philosophy of the strategic development of the Saudi German Hospitals Group.of the strategic development of the Saudi German Hospitals Group.


Let’s remind us …..Let’s remind us …..

God’s is the orient

God’s is the occident

North and southern terrain

Rest’s in the peace of his hand’s

Foolish that each in his personal case

His special opinion hold

If ISLAM is called “ devoted to God “

In ISLAM live and die all of us !

West Eastern Divan ; 1819

f.oel. ghorfa – 1 st. health care forum berlin 2006 1 the urgent need for health care education in...

Documents

health care education

national health care

middle east africa slide

global health workforce

density slide

statistics slide

middle east region indicators

critical shortage slide