The need for organisations to invest in training and education remains paramount. Companies from all walks of life realise that to be effective and meet the challenges in today's demanding, volatile, uncertain, complex and ambiguous environment, they need different leadership tools and organisational capabilities from those that have helped them succeed in the past.

There is also a growing recognition that the development of these competencies should not be restricted to employees who are in the command lines of the organisation.

Despite the proliferation of collaborative platforms for problem solving and digital adocracies that encourage problem solving initiative in an individual way, organisations increasingly expect employees, regardless of the department in which they develop their area of activity, to make more and more important decisions that are aligned with the overall strategy and culture of the organisation. In this sense, it is important that managers and leaders are equipped with skills and talents related to strategic management, organisational performance and innovation.

The purpose of training and continuing education is not only to improve health outcomes, but to equip professionals with certain tools, thus offering better conditions of prevention and treatment for the patient.

While 75% of CEOs worldwide say that a skilled, educated and adaptable workforce should be a priority for governments, there remains a growing shortage of well-trained employees in the hospital environment in many regions of the world (Moldoveanu, 2019).

To counter this trend, it will be necessary to raise awareness that education and training do not end when people are halfway through their professional career.

As the healthcare sector is constantly evolving, the technologies considered best practice today can change dramatically in a short space of years.

For this reason, care providers must regularly keep up to date with new disciplines, techniques and technologies, expanding their knowledge and areas of expertise. This means that continuous training is an absolute necessity for any healthcare professional who wants to offer a high-quality service in their hospital organisation.

The benefits of investing in continuing education translate into numerous health gains. It means for example retention of highly qualified staff, optimised financial performance, better patient outcomes and less neglect in healthcare in general.

The disadvantages are mainly in human resource management. If people are not invested in, medical institutions risk losing their specialists to other employers, national and international. The loss of valuable knowledge gains can also lead to inefficient use of the system, and consequently to dissatisfied patients.

All this raises the question: why don't all healthcare institutions integrate training and continuing education into their day-to-day quality scenarios? On the one hand, continuing education is still mentally linked to the absence of employees from their workplace, on the other hand there are always expenses associated with this.

We know that health professions are knowledge-driven and keeping up to date is essential. E-learning has helped institutions to solve these problems, allowing caregivers to train more efficiently at their convenience and to follow up on their work.

But do we need to rethink traditional executive education? An article in the Harvard Business School Review (The Future of Leadership Development, 2019) argues that traditional training programmes no longer prepare executives in the most appropriate wayfor the challenges they face today and in the future. Companies are looking for programmes to respond holistically by requiring skills not only in health management, but also in areas of communication, meditation and minfulness, empathy and emotional management that are necessary to lead a coherent and proactive collaboration.

Education and training programmes need to impart knowledge in the most up-to-date form possible, so that health professionals can use and apply it to make better health decisions. Case teaching with concrete examples that can be applied to everyday situations, the development of "action learning" programmes involving experience-based case discussions, hard facts and personalised opportunities to solve real-life problems will be good practice for application now and in the future.

This article is a republication of the original text, published on the Netfarmawebsite " Read the original article

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