How to succeed in remote workforce education

Part of Special Series: Innovative Solutions in Remote Healthcare – ‘Rethinking Remote’ Conference Abstracts 2016go to url


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Roger Strasser
1 * ORCID logo


*Prof Roger Strasser


1 Northern Ontario School of Medicine, Canada


30 June 2016 Volume 16 Issue 2


RECEIVED: 22 June 2016

ACCEPTED: 29 June 2016


Strasser R.  How to succeed in remote workforce education. Rural and Remote Health 2016; 16: 4085. https://doi.org/10.22605/RRH4085


© James Cook University 2016

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When compared to their metropolitan counterparts, remote rural practitioners may be described as 'extended generalists'. They provide a wider range of services, sustain a heavier workload, and carry a higher level of clinical responsibility in relative professional isolation. Research evidence shows that the three factors most strongly associated with entering rural practice are: (1) a rural background; (2) positive clinical and educational experiences in rural settings as part of undergraduate medical education; and (3) targeted training for rural practice after graduation. Drawing on this evidence, remote rural education pathways have been developed to maximize potential recruitment into remote rural practice. This workshop will explore models of remote and rural based education at both the undergraduate and postgraduate levels to provide a context for interactive discussions which explore the principles and practice of education for remote rural practice in remote rural practice. The workshop will conclude with a summary of the important enablers of success in implementing remote workforce education pathways.

This abstract was presented at the Innovative Solutions in Remote Healthcare - 'Rethinking Remote' conference, 23-24 May 2016, Inverness, Scotland.

This PDF has been produced for your convenience. Always refer to the live site https://www.rrh.org.au/journal/article/4085 for the Version of Record.