Post Graduate certificate in Human Resources for Health Management

HEALTH SERVICES ACADEMY ISLAMABAD

2011

Post Graduate certificate in

Human Resources for Health

Management

Summary Report

Dr Abdul Majeed, Instructor-HRH

Collaboration of

Queen Margaret University, Edinburgh & German International Cooperation (GIZ), Pakistan

HEALTH SERVICES ACADEMY

Ministry of Health

Government of Pakistan

Post Graduate certificate in Human Resources for Health Management 2011

H u m a n R e s o u r c e s f o r H e a l t h U n i t , H S A

TABLE OF CONTENT

LIST OF ABBREVIATIONS ................................................................................................................ 4

1. Background: .............................................................................................................................. 5

2. Introduction: .............................................................................................................................. 6

3. Aim of the Course: ..................................................................................................................... 6

4. Objectives of the Course: ........................................................................................................... 7

5. Course Coordinators: ................................................................................................................. 8

6. Module Descriptions: ................................................................................................................. 8

6.1 Module-I (Code: NM-251) ..................................................................................................... 8

Aims: ......................................................................................................................................... 8

Objectives: ................................................................................................................................. 8

Content:..................................................................................................................................... 9

6.2 Module-II (Code: NM-252): ................................................................................................... 9

Aim: ........................................................................................................................................... 9

Objectives: ............................................................................................................................... 10

Content:................................................................................................................................... 10

6.3 Module-III (Code: NM-253): ................................................................................................ 10

Aim: ......................................................................................................................................... 10

Objectives: ............................................................................................................................... 11

Content:................................................................................................................................... 11

7. Induction, Matriculation and Inauguration: ............................................................................. 12

8. Facilitators: ............................................................................................................................. 12

9. Learning and Assessment: ....................................................................................................... 13

10. Participants: ......................................................................................................................... 14

11. Personal Academic Tutors (PAT): .......................................................................................... 15

12. Class Representation: ........................................................................................................... 16

13. Attendance Summary: .......................................................................................................... 16

14. Result of PG Cert HRH, 2011: ............................................................................................... 16

15. Students Feedback ............................................................................................................... 16

16 annexes ................................................................................................................................ 20

ANNEX-I: PERSONAL ACADEMIC TUTOR (PAT) LIST .................................................................. 20

ANNEX-II:CONTACT DETAILS OF HRH STUDENTS .................................................................... 21

17. Photo gallery: ........................................................................................................................ 22



LIST OF TABLES & FIGURES

LIST OF TABLES:

Table 1: Locality of the students .................................................................................................. 14

LIST OF FIGURES:

Figure 1: Province wise Distribution of Studnents ......................................................................... 15



LIST OF ABBREVIATIONS

HRH Human Resources for Health

PG Cert Post Graduate Certificate

WHO World Health Organization

UK United Kingdom

SCOTCAT Scottish Credit Accumulation and Transfer

HSA Health Services Academy

QMU Queen Margaret University

PMDC Pakistan Medical and Dental Council

PNC Pakistan Nursing Council

WISN Workload Indicators of Staffing Need

LHW Lady Health Worker

PIMS Pakistan Institute of Medical Sciences



1. BACKGROUND: There is increasing evidence of a strong correlation between the density of human

resources for health (HRH) in a country and health outcomes of the population. But

many countries lack the right numbers of health workers in the right places to deliver

essential health interventions, such as immunization and skilled attendance at delivery.

There are various causes of these shortages and imbalances; which include limited

production capacity as a result of years of poor planning and underinvestment in health

education and training institutions. Often, training outputs are poorly aligned with the

health needs of the population. There are also "push" and "pull" factors that affect

workforce retention and may encourage health service providers to leave their

workplaces, including those related to unsatisfactory working conditions, poor

remuneration and career opportunities, and other labour market pressures. In

particular, the international migration of large numbers of health workers further

weakens the already fragile health systems in many low and middle income countries.

Underlying all this is the inability of national HRH information systems to generate

adequate and timely data to inform evidence-based decision making for policies and

programmes.

The 2006 World Health Report identified 57 countries facing a health workforce crisis.

Each of these countries has fewer than 23 health workers (doctors, nurses, midwives)

per 10,000 people - the minimum required to achieve an 80% coverage rate for deliveries

by skilled birth attendants or for measles immunization. The World Health Report 2006

working together for health contains an expert assessment of the current crisis in the

global health workforce and ambitious proposals to tackle it over the next ten years,

starting immediately. The report reveals an estimated shortage of almost 4.3 million

doctors, midwives, nurses and support workers worldwide.

Pakistan is one of the 57 countries that have been identified by World Health

Organization as facing a crisis in Human Resources in Health (HRH). The WHO strategy

for addressing the global health workforce crisis (the World Health Report 2006)

describes WHO's vision and approaches to ensure that all people have equitable access

to an adequately trained, skilled and supportive health workforce, in order to attain the

highest possible level of health.



2. INTRODUCTION: Postgraduate Certificate in Human Resources for Health Management (PG Cert HRH) is

a new course being offered at Health Services Academy (HSA), Islamabad in

collaboration with the Queen Margaret University (QMU), Edinburgh and German

International Cooperation (GIZ), Pakistan.

This is a UK post-graduate qualification offered here in Pakistan which is a new venture

not only in Pakistan but in this whole region. The course welcomes participants from

many different places from within and beyond Pakistan.

3. AIM OF THE COURSE: The overall aim of this course is to enable its graduates to contribute to shaping national

and local policies and organizational practices which will improve the planning,

development and management of human resources as a key component of well

functioning health systems and directly contribute to ensuring a competent, responsive

and productive health workforce. Specially, this programme will give students the

opportunity to:

Undertake study of human resources in health at a more advanced level than has

been previously available but in a relevant national and local context.

Develop specialist competencies in the planning, production and management of

human resources.

Strengthen the evidence base for workforce planning, management and

production both locally and nationally.

Place human resource strengthening at the centre of health systems improvement.

Positively influence the attainment of strategic development goals and targets.

Impact positively on the continuing health workforce crisis.

Advance a beginning career in human resources for health management.



4. OBJECTIVES OF THE COURSE: On completion of the course, participants should be able to:

Recognise the key factors and forces shaping the needs and deployment of human

resources in health systems and the contribution a health workforce makes to

health and well being among different populations.

Recognise and justify the value of human resources to health service organizations

and act as an employee champion and advocate at senior management levels.

Develop quality Human Resource policies and track their implementation.

Contribute to positive organizational development, safe working environments and

effective change leadership.

Forecast human resource needs and develop short, medium and long range plans

for health service organizations to meet those needs.

Enable high quality employee development and learning initiatives to meet existing

or future training needs in health systems.

Ensure organizational compliance with local employment legislation and

professional regulation frameworks.

Create and manage performance management systems and work with other to

manage individual performance issues.

Recruit and retain suitably qualified and motivated staff; ensure departments

have adequate personnel to meet service demands; provide applicants with

realistic job and organizational previews.

Administer organizations’ compensation and benefits systems efficiently.

Communicate effectively with staff and senior management.

Manage Human Resource information systems including: acquire, clean and

analyse HR data and information; critically evaluate HR data; and to synthesise

HR information into clear reports, posters and oral presentations.



5. COURSE COORDINATORS: Overall course leader for this PG Cert HRH was Ms Jean Robson from Queen

Margaret University Edinburgh. She was responsible for the overall conduct of the

course. However the course coordinator at Health Services Academy was Dr Sabrina

Zaka. She was the first point of contact regarding the course. Ms Jean Robson and

Dr Sabrina worked in close coordination for the smooth running of the course.

6. MODULE DESCRIPTIONS: This is a modular programme of study with the taught Postgraduate Certificate

component extending over one 15-week semester, from middle of January to the end

of April. This programme comprises of three modules. Each single module carries 20

SCOTCAT credit points at M level. Successful completion of 3 modules will

accumulate the necessary 60 credit points to enable participants to qualify for the

award of Postgraduate Certificate in Human Resources for Health (PG Cert HRH).

6.1 Module-I (Code: NM-251)

First Module comprised of 20 credits, extending over two weeks time period, from 17th

January to 28th January 2011.

Aims: The aim of this module was to review the consequences of a systemic failure to address

human resource issues in health systems and health care organizations at local,

national and even global level. Participants were supposed to learn to take a strategic

view of the human resource management, how human resource functions operate in

health care organizations and how to develop and properly implement human resource

policy and strategy.

Objectives:

The objectives of the module were;

1. Take a lead role in integrating human resource strategies and initiatives into the

strategic plans of health care organization.

2. Prepare health human resource profiles for use in planning activities at local,

regional or national level.



3. Using databases and other data sources identify staff flows, migration from and into

the workforce, source of supply and recruitment, and service provision gaps at local,

regional or national level.

4. Identify suitable strategic options and directions for health human resource planners

based on agreed international standards.

5. Develop quality HR policies and track compliance with local employment policies and

regulations.

6. Monitor information about staff in post through an HR information system, and

produce regular monitoring reports.

7. Show leadership when engaging with process analysis and redesign, and facilitating

positive and smooth change processes.

Content:

Content used in this module was;

The global workforce crisis

Country and district workforce profiles

Understanding and measuring staff flows: migration, exits, main sources of supply

Retaining health staff: why and how

How do incentives work in the labour market?

Strategic HRM roles and functions in health care organizations

HRH Action Framework

HR Policy

Professional regulation

Employment legislation

6.2 Module-II (Code: NM-252):

The second Module also comprised of 20 credits, extending over two weeks time period,

from 7th February to 18th February 2011.

Aim:

The aim of this module was to prepare participants to advance their competence in

preparing workforce plans at National, regional and organizational level. Participants

aimed to become familiar and competent with the various planning tools and models

available to health planners, and be able to prepare high quality workforce plans based



on quantitative and qualitative approaches. The module was practical in orientation,

offering students multiple opportunities to use different tools, software and techniques.

Objectives:


1. Use concepts of supply and demand to calculate workforce projections based on

different planning scenarios.

2. Use key workforce planning tools including WISN, Birth Rate plus etc.

3. Undertake a re-profiling exercise for local health services

4. Prepare and monitor Workforce Plans.

Content:


1. Workforce planning process

2. Work study Methods

3. Demand and supply side issues impacting on plans

4. Workload based methods – WISN, Birth Rate plus, Dewdney etc

5. Facility based methods – Skill mix, task shifting, re-profiling, ratio etc

6. HR metrics

7. Data and information needed for workforce planning

8. Data Collection and management

6.3 Module-III (Code: NM-253):

The third Module also comprised of 20 credits, extending over two weeks time period,

from 28th February to 11th March 2011.

Aim:

The aim of third module was to examine the theories and processes of managing and

mobilising the health workforce to achieve service improvement from the standpoint of

the mid-level health manager, including management issues such as recruitment,

retention, staff development, performance issues and the difficult and sensitive skills of

handling grievances and negotiations. The module was strong on skill development and

practice.



Objectives:


1. Draw on key concepts from motivation theories to explain performance issues

including underperformance, dissatisfaction, poor work environments, team failure,

and unplanned exits.

2. Use relevant techniques to recruit, select and retain talented and motivated staff and

work with other managers to achieve this.

3. Create and/or manage effective performance management systems for health service

organisations and health workers.

4. Identify organisational & individual training needs and match these to training

opportunities.

5. Enable the health service organisation to deliver or contract out effective personal and

professional development programmes to the entire workforce.

6. Communicate effectively to the workforce and help other managers to improve

internal communications within the organisation.

7. Create or support a positive working environment for all grades of health staff.

Content:


1. The nature of HRM in health organisations

2. Using recruitment procedures, tools and functions; selection panels and good

interview techniques;

3. Retention functions and procedures;

4. Staff appraisal functions and how to do them well

5. Preparing job related documents (e.g job descriptions)

6. Job analysis studies

7. Organizing and conducting job evaluation exercises

8. Understanding motivation in the workforce

9. Performance management techniques

10. Facilitative supervision techniques

11. New training and staff development techniques

12. HTI audit

13. Training need assessments

14. Training Evaluations



7. INDUCTION, MATRICULATION AND INAUGURATION: Induction and Matriculation of the selected candidates for the course was conducted on

15th and 16th of January 2011. A brief introduction about the course was given by the

course leader, Ms Jean Robson. Dr Saira Tariq, Instructor-HSA, gave a brief orientation

presentation about Health Services Academy to all the newly inducted students of PG

Cert HRH. Then the students were matriculated with QMU for the said course. The

course was started on 17th January 2011, after a formal Inauguration ceremony at

Health Services Academy attended by the Federal Minister of Health, Executive Director,

HSA, Representatives from QMU, GIZ & USAID at Health Services Academy.

8. FACILITATORS: For this course, teaching was mainly done by the facilitators from Queen Margaret

University. However, few of the facilitation were also done by the core and adjunct

faculty members of Health Services Academy. Name of facilitators who contributed in

teaching PG cert HRH, included;

Ms Jean Robson (QMU)

Ms Marilyn McDonagh (QMU)

Ms Joyce Smith (QMU)

Dr Assad Hafeez (HSA – Core faculty)

Dr Saira Tariq (HSA – Core faculty)

Dr Fatima Bajwa (HSA – Core Faculty)

General Usmani (External Facilitator-AFPGMI/Army Medical College)

Dr Zulfiqar Khan (External Facilitator-WHO)

Dr Suhail Hashmi (External Facilitator-PMDC)

Dr Arshad Chandio (External Facilitator-LHW Program)

Ms Nuzhat Sultana (External Facilitator-Shifa International Hospital)

Ms Humaira Gul (External Facilitator-PIMS hospital)

Dr Jahanzeb Aurakzai (External Facilitator-PIMS Hospital)

Dr Azhar (External Facilitator-Pakistan Red Crescent Society)

Dr Zahid Larek (External Facilitator-PIMS Hospital)

Mr Lundy Keo (External Facilitator-GIZ)

Mr Uzair Malik (External Facilitator-Shifa International Hospital)

Dr Nadeem (External Facilitator-PMDC)

Ms Nighat Durrani (External Facilitator-PNC)

Ms Zara Ladhani (External Facilitator-PNC)



9. LEARNING AND ASSESSMENT: The method of study used is called “blended learning.” This means that the course was

made up of a number of components, including self-tests, class-based learning,

readings, videos, virtual learning environment (WebCT), small student led group work

and practical field exercises. This involved the students in becoming an active learner,

taking responsibility for motivating yourself, pacing their studies and managing their

workload. The students were expected to actively participate in the discussions, debates

and activities in both the face to face sessions and also the on-line discussions through

the use of WebCT. The students were expected to be able to cope with increased

independent learning and to use their tutor as a resource rather than a provider of

knowledge.

To keep the teaching process interactive, interesting, understandable and effective;

multi-methods were used. For example;

Study Pack

Multimedia presentations

Use of Flip Charts

Use of white board

Zopp cards

Group work & Presentations

Field Visits

Exercises

Assessment strategies included both formative and summative. Assessment is

academically challenging and facilitates the application of reflective skills, critical

analysis and reasoned decision making. This was achieved through the use of varied

strategies such as oral and poster presentations, written assignments, reports,

attendance in the class and active participation during group work and class

discussions.

Every participant was provided with two books (Student Handbook & Module 1 Study

Pack). Continuous electric supply was ensured to avoid any un-necessary delay and

interruptions resulting in wastage of time during the course of study.



10. PARTICIPANTS: The Senior and Mid-Level managers of both Public and Private sector attended the

course. The faculty and students of HSA who want to build their career in HRH were

also enrolled in the course. A parliamentary Secretary for Health and Member National

Assembly has also attended the PG Cert HRH. The programme is expected to develop

special competencies in the management of Human resources amongst the students.

The course will also contribute in research and knowledge production in the field of

HRH.

A total of 25 students mainly comprising of male (72%) were registered with QMU for the

PG certificate HRH course. The students had liberty to register themselves as full time or

part time. The full time student had to attend all the three modules in the same year.

While part time students can complete the program within three years. 20 students were

registered as full time while five students were registered as part time. For module-I

(NM-251) & module-III (NM-253), 23 students were registered while 21 students were

registered for module-II (NM-252). Students from different provinces of the country

attended the course (shown in table & graph below)

TABLE 1: LOCALITY OF THE STUDENTS

S.No Domicile No. Of Students %age

1. KPK 11 44

2. AJK 6 24

3. Punjab 4 16

4. Sindh 3 12

5. Balochistan 1 4

Total 25



FIGURE 1: PROVINCE WISE DISTRIBUTION OF STUDNENTS

11. PERSONAL ACADEMIC TUTORS (PAT): Every student was allocated a Personal Academic Tutor who was there to support

them through learning on the programme. The students discussed issues relating to

their studies on the programme with their PATs. The PATs also offered pastoral care

in times of stress and assisted them in claiming extenuating circumstances. The list

of PAT is as under (Details – Annexed)

1. Dr Saira Tariq (HSA)

2. Dr Fatima Bajwa (HSA)

3. Dr Majid Shahzad (HSA)

4. Dr Abdul Majeed (HSA)

44%

24%

16%

12%

4%

KPK

AJK

Punjab

Sindh

Balochistan



12. CLASS REPRESENTATION: As per criteria of QMU & HSA, two representatives from the class were elected through

voting system. All the class members participated in voting for their representatives. Dr

Shahzad Faisal was elected as the Class Representative while Dr Shefa Haider was

elected as Deputy Class Representative by the class.

13. ATTENDANCE SUMMARY: Levels of students’ attendance during the HRH course have been the focus of HSA and

QMU interest. So attendance record was maintained for each student throughout the

course. Attendance for each student was recorded twice a day (morning & evening

session). During the attendance analysis it was found that majority (90%) of the

students had had very few recorded periods of absence, which is very encouraging

especially when the students comprise of elected members of national assembly and

senior level managers. The attendance percentage was highest for module-II (NM-252).

No students had less than 50% attendance for module-III (NM-253). It was also observed

that method for recording the attendance was not well organised so the possibilities of

human errors could not be ruled out in recording the attendance during classes.

14. RESULT OF PG CERT HRH, 2011: Total seventeen students have successfully earned Post Graduate Certificate in HRH

from Queen Margaret University. Three out of twenty full time registered students are

required to re-submit their assignments by August, 2011. For the Part time students,

four out of five students (80%) have successfully cleared their respective modules. One

part time student will also have to re-submit the assignment by August, 2011.

15. STUDENTS FEEDBACK Each student was asked to fill a module evaluation form at the end of each module for

their feedback. Likert scale was used for the feedback from students. Analysis of the

feedback was done using SPSS version 16. The results of feedback are discussed in

detail below.



15.1. LEARNING OBJECTIVES WERE ACHIEVED:

Most of the students agreed persistently over the all three modules that learning

objectives for each module were successfully achieved. However responses for the

second (NM-252) module were inconsistent with the other two modules. Perhaps this

may be because a lot of calculations (WISN, Aberdeen, birth rate plus, Dewdney etc)

were involved in the second module, which were not easy for the students.

15.2. CLASSES WERE GENERALLY WELL PREPARED AND ORGANIZED

Majority of the students reported that classes were well prepared and organized

during the whole PG cert course. Similar problem is noticed for module II (NM-252) in

which some students disagreed.

15.3. ADEQUATE HELP WAS AVAILABLE WHEN NEEDED

Majority of the student agreed that adequate help was available when needed in all

the three modules. However percentage for the response “strongly agree” decreased

over the subsequent module.

15.4. PACE OF MODULE

As whole students were comfortable with the pace of the module, however for

module-III (NM-253) students found the pace “fast”.

15.5. COURSE WORK

Students found second module (NM-252) as most difficult one amongst all the three

modules. This may be again due to the same reason of numerous calculations were

involved in this particular module. Fortunately none of the student found any of the

modules “far too difficult”. It is also noticeable that no student considered any

module “far too easy”. This depicts that the curriculum for the PG cert is well

prepared taking the students capabilities in consideration.

15.6. AMOUNT OF COURSE WORK REQUIRED

Most of the students reported that amount of the course work required was neither

too little nor too much. However according to 47% of the students the course work for

module-III was “much” which should be taken in to consideration.

15.7. FEED BACK ON PROGRESS

Feed back on progress of module-I and module-III was reported good by majority of

students, however progress for module-II (NM-252) was not reported as good by

majority of the students.



15.8. LIBRARY RESOURCES

The students had varied experiences with library resources in all the three modules

of PG certificate; however majority of the students reported neither good nor poor.

Overall students were not comfortable with library resources.

15.9. IT RESOURCES

IT resources area was found to be the most concerned area by the students during all

the three modules, perhaps because of their poor background/previous knowledge

regarding IT.

15.10. OVER ALL THE MODULE WAS

The overall impression of the students about all the three modules was encouraging

as majority of the participants found the course interesting. The least interesting

module in PG cert HRH was module-II (NM-252) in which 21% of students reported

the module as either boring or extremely boring.

The students were also asked to fill any comments and observations regarding the each

module in four main categories;

15.11. THREE KEY THINGS LEARNED:

Most of the students stated that during first module (NM-251) they learnt the importance of

HRH, problem analysis and improvement in personal skills. Few students mentioned

specific topics from the course contents which they learnt during the course duration.

During Module-II (NM-252), according to the students they learnt Workforce planning,

WISN and other planning tools.

While in the last module (NM-253) the students said that they learnt performance

appraisal, Job analysis, writing and re-designing job descriptions, motivation and training

need assessment.

15.12. THREE THINGS LIKED:

Majority of the students appreciated the teaching methodology and the facilitation provided

by the facilitators during their stay at HSA for all the three modules of PG cert HRH. The

students also liked the classroom environment, group work, practical work and content of

the course of all the three modules.



15.13. THREE THINGS THAT COULD BE IMPROVED:

Better IT/internet resources and Accommodation were the top most points mentioned by

the students which need improvement. Cleanliness of hostel and cafeteria was another

concern of students. The students also showed some concern about the handouts, like the

handouts should be provided prior to the lecture and should be with large font size. Few

students were of the view that the timing for group work should be increased. Scholarship

issues, mechanism for feedback after each session and quality of the external facilitators

were some other areas highlighted by the students to be looked into.

During first module (NM-251) the students mentioned that there should be some time

spared for tea break after the first session which was adjusted by the module coordinators

for the rest of two modules.

For Module-II (NM-252) the student demanded for more time to understand the planning

tools and calculation (WISN, Aberdeen etc). The students also stated that all the students

should be given equal time and each students should be involved during the calculations.

For module-III (NM-253), the major concern of the students was about the external

facilitators. According the students they have bossy attitude in the classroom.

15.14. COMMENTS FOR FACILITATORS:

All most all the students highly appreciated the facilitators regarding their competency,

cooperation, support and encouragement. According to the students the facilitators are

mature, hardworking, punctual and friendly however according to the one of the student

the facilitators from HSA were too busy in other issues.



16 ANNEXES

ANNEX-I: PERSONAL ACADEMIC TUTOR (PAT) LIST

Personal Academic Tutor (PAT) S.No. Name of the Students Name of PAT

1 Mohammad Naeem

Dr

Sair

a T

ari

q

[email protected]

2 Syed Hafeez Ahmed

3 Khawaja Aftab Ahmed

4 Muhammad Kashif Rajput

5 Amna Chishti

6 Farzana Andaleeb

1 Mahreen Bhutto

Mr

Maji

d S

hah

zad

[email protected]

2 Ejaz Sahu

3 Siraj Mohammod

4 Shefa Haider Sawal

5 Mariyam Sarfraz

6 Kamran Ajaib

1 Jehanzab Khan Aurakzai

Dr

Fati

ma B

ajw

a

[email protected]

2 Irum Kamran

3 Imran Inayat

4 Aftab Hussain

5 Masood Ahmed Bukhari

6 Anisa Afridi

1 Sher Mohammad

Dr

Abdul

Maje

ed

[email protected]

2 Mushtaq Khan

3 Ramesh Kumar

4 Faisal Shahzad

5 Farhat Shaheen

6 Bilal Zafar

mailto:[email protected]










ANNEX-II: CONTACT DETAILS OF HRH STUDENTS

Contact Details of HRH Students (2011)

S.# Name of the Students Email Address

1 Abdul Majeed [email protected]

2 Amna Chishti [email protected]

3 Anisa Afridi [email protected]

4 Muhammad Kashif Rajput [email protected]

5 Siraj Mohammod [email protected]

6 Mushtaq Khan [email protected]

7 Kamran Ajaib [email protected]

8 Mohammad Naeem [email protected]

9 Ejaz Sahu [email protected]

10 Faisal Shahzad [email protected]

11 Farhat Shaheen [email protected]

12 Imran Inayat [email protected]

13 Jehanzab Khan Aurakzai [email protected]

14 Khawaja Aftab Ahmed [email protected]

15 Mariyam Sarfraz [email protected]

16 Mahreen Bhutto [email protected]

17 Masood Ahmed Bukhari [email protected]

18 Syed Hafeez Ahmed [email protected]

19 Sher Mohammad [email protected]

20 Aftab Hussain [email protected]

21 Farzana Andaleeb [email protected]

22 Shefa Haider [email protected]

23 Ramesh Kumar [email protected]

24 Bilal Zafar [email protected]

25 Irum Kamran [email protected]




























17. PHOTO GALLERY:

Pictures of inauguration ceremony and other activities regarding PG cert HRH

Group photo of PG cert HRH students with Federal Minister of Health



Federal Minister of Health in the Inauguration ceremony

The Executive Director HSA, Dr Assad Hafeez, addressing the inauguration ceremony



Ms. Jean Robson, QMU-Course Coordinator, addressing the inauguration ceremony

The Principal Advisor GIZ health Sector Support Program Pakistan, Dr JP Steinman,

addressing the inauguration ceremony



Marilyn McDonagh, discussing “Problem tree” with students

Marilyn McDonagh, with a group of students



Class room of PG cert HRH

Students of PG Cert HRH in the class room



Students of PG cert HRH with Marilyn McDonagh

Students doing Brain storming prior to Group work



Students busy in Group work

Ms Jean Robson assessing students’ presentations



Ms Joyce Smith discussing WISN methodology with students

Practical application of WISN with nursing head of Shifa International Hospital



Students presenting their posters to Ms Jean Robson

Students presenting their posters to Peers.



Students busy in role play for the recruitment and selection of employee

Students busy in role play for the recruitment and selection of employee



Ms Jean Robson making a Web of Job Analysis

Group discussion in the class



Panelists from MoH Pakistan, GIZ & Pakistan Red Crescent

Group of students with a panellist from GIZ

Post Graduate certificate in Human Resources for Health Management

Documents

Transcript of Post Graduate certificate in Human Resources for Health Management