RÉSUMÉ
Objective To study the scale and structure of health professional education in China's colleges and universities and their changes from 1998 to 2012. Method Descriptive analyses of national data were conducted, mainly including calculation of absolute numbers, average rates of change per year, and percentages. Results The number of colleges and universities involved in health professional education increased from 189 in 1998 to 590 in 2012.The number of health professional students who were enrolled by, studied in and graduated from these colleges and universities respec-tively reached 587 thousand, 2 104 thousand, and 508 thousand in 2012, with annual growth rates of about 15 percent. The proportion of diploma graduates rose from 42.9 percent in 1998 to 54.0 percent in 2012, which was bigger than those of students at other education levels. In 2012, health professional educational institutions per 10 million popu-lation in western China was less than eastern and middle China by 1.1 and 0.9, respectively. Health profes-sional graduates per 10 thousand population in western China was less than eastern and middle China by 3.3 and 1.6, respectively. Public institutions and their students respectively accounted for 78.1 percent and 85.1 percent though private institutions and their students increased more quickly than public ones. Student-faculty ratio rose from 7.1∶1 in 1998 to 20.0∶1 in 2012. Conclusion The scale of health profes-sional education has been expanding at a decreasing growth rate in China. The disciplinary composition of health professional students has some-what improved and private schools increased at a quicker rate than public ones. However, the gap in scale of education between western China and middle/eastern China has been widening. Education re-sources per student cannot keep pace with the expansion of students, which has affected education of health professionals in many aspects.
RÉSUMÉ
A trained and adequate heath workforce forms the crux in designing, implementing and monitoring health programs and delivering quality health services. Education is recognized as a critical instrument for creating such trained health professionals who can effectively address the 21st century health challenges. At present, the Public Health Education in India is offered through medical colleges and also outside the corridors of medical colleges which was not the scenario earlier. Traditionally, Public Health Education has been a domain of medical colleges and was open for medical graduates only. In order to standardize the Postgraduate Medical Education in India, the National Board of Examinations (NBE) was set up as an independent autonomous body of its kind in the country in the fi eld of medical sciences with the prime objective of improving the quality of the medical education. NBE has also played a signifi cant role in enhancing Public Health Education in India through its Diplomat of National Board (DNB) Programs in Social and Preventive Medicine, Health and Hospital Administration, Maternal and Child Health, Family Medicine and Field Epidemiology. It envisions creating a cadre of skilled and motivated public health professionals and also developing a roadmap for postgraduate career pathways. However, there still exists gamut of opportunities for it to engage in expanding the scope of Public Health Education. It can play a key role in accreditation of public health programs and institutions which can transform the present landscape of education of health professionals. It also needs to revisit and re-initiate programs like DNB in Tropical Medicine and Occupational Health which were discontinued. The time is imperative for NBE to seize these opportunities and take necessary actions in strengthening and expanding the scope of Public Health Education in India.