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PUBLIC HEALTH EDUCATION
Year : 2013  |  Volume : 57  |  Issue : 1  |  Page : 15-19

Courses in reproductive and child health in India: An overview


1 Associate Professor, Indian Institute of Public Health Delhi, Public Health Foundation of India, New Delhi, India
2 Senior Lecturer, Indian Institute of Public Health Delhi, Public Health Foundation of India, New Delhi, India
3 Assistant Professor, Indian Institute of Public Health Delhi, Public Health Foundation of India, New Delhi, India
4 Director, Indian Institute of Public Health Delhi, Public Health Foundation of India, New Delhi, India
5 Program Officer, Indian Institute of Public Health Delhi, Public Health Foundation of India, New Delhi, India

Correspondence Address:
Sutapa Bandyopadhyay Neogi
Indian Institute of Public Health (IIPH Delhi), Public Health Foundation of India (PHFI), Plot No. 34, Sector 44, Gurgaon, Haryana
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/0019-557X.111360

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Defining the human resource needs for providing quality maternal, newborn, and child health services across such a large and diverse population country like India is truly challenging. The effective response to significant challenges and increased requirements of evidence-based effectiveness of the public health projects on maternal and child health is putting pressure on existing program managers to acquire new advanced academic training and information. The data regarding the existing courses on reproductive and child health and related fields in the country were obtained by a predefined search made on the Internet through the Google search engine in December 2011. The collected data were the name and location of the institution offering the respective course, theme, course duration, course structure, eligibility criteria, and mode of learning. In India, around 15 institutes are offering certificate/postgraduate diploma courses on maternal and child health either as a regular program or through distance education program. The admission procedure for each institute is independent of others. The courses vary in terms of duration, eligibility criteria, and fee structure. Conceptualizing an educational initiative in response to national demands for increased workforce capacity to eliminate key medical and nonmedical educational barriers and financial and nonfinancial barriers to advanced academic preparation would enhance the quality of services available in the region.


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