Caribbean and Guyanese governments in resolving at least those three issues. Indeed the Faculty's survival and its harmonious growth and development in the twenty-first century will depend on the extent to which tensions within its own internal environment can be reduced and the Faculty's external relationships improved so as to permit: (1) the curriculum content of medical and other health sciences programs to reflect national and regional health priorities and the availability of affordable resources; (2) cooperation among the university and all relevant government and private sectors agencies in policy and program planning, implementation, and evaluation; (3) coordination of the education and training of all health workers, including physicians; increased opportunities for multidisciplinary approaches to teaching and learning, research, and service, and the development of health terms through team project work.
Over and above such considerations, other prospects for change in the twenty-first century will almost certainly include a further decentralization of health services and of the medical and health sciences education process, both regionally and within each of the larger national units. This would ensure concomitant increases in the number and range of settings and situations from which learning experiences might be derived, and perhaps ultimately, the preparation of generations of personnel with a judicious blend of capabilities for health promotion, disease prevention, and curative service.
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