Community-Based Education Programs in Africa

Mariam, Damen Haile; Sagay, Atiene S.; Arubaku, Wilfred; Bailey, Rebecca; Baingana, Rhona; Burani, Aluonzi; Couper, Ian; Deery, Christopher B.; Villiers, Marietjie de; Matsika, Antony; Mogodi, Mpho; Mteta, Kien; Talib, Zohray

doi:10.1097/acm.0000000000000330

Cited by 33 publications

(35 citation statements)

References 13 publications

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“…Given this commitment to sustained mentorship and supervision, MEPI, the HRH Program, and GHSP have all established “teaching” hospitals, health centers, and communities where trainees can witness firsthand how high-quality health care is delivered and good governance pursued across all levels of the health system [15,24,34]. To increase retention after graduation, the curricula and training materials developed through MEPI in 12 sub-Saharan African countries are specifically designed to prepare trainees for practice in remote and under-resourced health facilities [34,35].…”

Section: New Models For Increasing Health Workforce Capacitymentioning

confidence: 99%

“…To increase retention after graduation, the curricula and training materials developed through MEPI in 12 sub-Saharan African countries are specifically designed to prepare trainees for practice in remote and under-resourced health facilities [34,35]. Similarly, the GHSP has prioritized the acquisition of competencies and skills by physicians and nurses in rural areas [21].…”

Section: New Models For Increasing Health Workforce Capacitymentioning

confidence: 99%

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Maximizing the Impact of Training Initiatives for Health Professionals in Low-Income Countries: Frameworks, Challenges, and Best Practices

et al. 2015

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Section: New Models For Increasing Health Workforce Capacitymentioning

confidence: 99%

Section: New Models For Increasing Health Workforce Capacitymentioning

confidence: 99%

Maximizing the Impact of Training Initiatives for Health Professionals in Low-Income Countries: Frameworks, Challenges, and Best Practices

et al. 2015

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“…One strategy used to mitigate this strain is to decentralize clinical training, or send medical students to non-tertiary-care settings for clinical rotations. 3,4 …”

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confidence: 99%

Medical Education in Decentralized Settings: How Medical Students Contribute to Health Care in 10 Sub-Saharan African Countries

et al. 2017

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Purpose African medical schools are expanding, straining resources at tertiary health facilities. Decentralizing clinical training can alleviate this tension. This study assessed the impact of decentralized training and contribution of undergraduate medical students at health facilities. Method Participants were from 11 Medical Education Partnership Initiative–funded medical schools in 10 African countries. Each school identified two clinical training sites—one rural and the other either peri-urban or urban. Qualitative and quantitative data collection tools were used to gather information about the sites, student activities, and staff perspectives between March 2015 and February 2016. Interviews with site staff were analyzed using a collaborative directed approach to content analysis, and frequencies were generated to describe site characteristics and student experiences. Results The clinical sites varied in level of care but were similar in scope of clinical services and types of clinical and nonclinical student activities. Staff indicated that students have a positive effect on job satisfaction and workload. Respondents reported that students improved the work environment, institutional reputation, and introduced evidence-based approaches. Students also contributed to perceived improvements in quality of care, patient experience, and community outreach. Staff highlighted the need for resources to support students. Conclusions Students were seen as valuable resources for health facilities. They strengthened health care quality by supporting overburdened staff and by bringing rigor and accountability into the work environment. As medical schools expand, especially in low-resource settings, mobilizing new and existing resources for decentralized clinical training could transform health facilities into vibrant service and learning environments.

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“…[14] This finding contradicts previous findings that the exposure to CBE in medical curricula increases the likelihood of graduates choosing to work in rural and under-served areas. [1,15] Perhaps it is not just exposure to CBE (which in practice spans each year at UZCHS), but the quality and nature of that exposure which impacts positively on graduate choice. Studies have shown that three main factors influence choice of rural practice by medical graduates, i.e.…”

Section: Common Challenges Shared With Other Mepi Schoolsmentioning

confidence: 99%

“…[1] Other key areas needing attention relate to the CBE curriculum, appropriate course materials, textbook availability and alignment with the central curriculum. These challenges may undermine a major aim of CBE, which seeks to expose students to rural and under-served communities with the objective of encouraging future practice in these areas.…”

Section: Common Challenges Shared With Other Mepi Schoolsmentioning

confidence: 99%

A peer evaluation of the community-based education programme for medical students at the University of Zimbabwe College of Health Sciences: A southern African Medical Education Partnership Initiative (MEPI) collaboration

Michaels

Couper

Mogodi

et al. 2017

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The Medical Education Partnership Initiative (MEPI) was a large-scale, US government investment in strengthening the health workforce in Africa by providing medical schools with funding to implement activities based on local needs and priorities. Schools that were awarded the grant chose to invest in strengthening community-based education (CBE) and formed a technical working group convened by the Coordinating Centre of MEPI (a partnership of institutions also funded by the MEPI grant). The technical working group collaborated with CapacityPlus (a US Agency for International Development (USAID)-supported programme with funding specifically allocated to work with the MEPI schools) to strengthen their CBE programmes.[1] Within this context, the University of Zimbabwe College of Health Sciences (UZCHS) requested a peer review of its CBE programme. The evaluation served as a learning exercise for both UZCHS and other medical schools in the MEPI network in applying the peer-review process while evaluating the UZCHS CBE programme.CBE is increasingly included as part of health sciences curricula across the globe. It forms part of an educational strategy to address the worldwide inequities in human resources for health by preparing graduates for service to rural and under-served populations.[2] The protocol developed by the Collaboration for Health Equity through Education and Research (CHEER) was adapted for use by UZCHS to evaluate its CBE programme. CHEER was formed in South Africa (SA) during 2003 to examine strategies that would increase the likelihood of health professional graduates choosing to practise in rural and under-served areas. [3,4] Since then, the CHEER model has demonstrated effectiveness in examining complex outcomes in medical education in countries other than SA, as reported by S Reid on the University of Cape Town's Primary Health Care Directorate website (www. primaryhealthcare.uct.ac.za/).The medical school in Harare, Zimbabwe was established in 1963 and runs a 5-year undergraduate medical programme (MB ChB). The uniBackground. The University of Zimbabwe College of Health Sciences (UZCHS), Harare, which has a long tradition of community-based education (CBE), has not been evaluated since 1991. An innovative approach was used to evaluate the programme during 2015. Objectives. To evaluate the CBE programme, using a peer-review model of evaluation and simultaneously introducing and orientating participating colleagues from other medical schools in southern Africa to this review process.Methods. An international team of medical educators, convened through the Medical Education Partnership Initiative, worked collaboratively to modify an existing peer-review assessment method. Data collection took the form of pre-visit surveys, on-site and field-visit interviews with key informants, a review of supporting documentation and a post-review visit. Results. All 5 years of the medical education curriculum at UZCHS included some form of CBE that ranged from community exposure in the 1st year to district hospi...

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Community-Based Education Programs in Africa

Cited by 33 publications

References 13 publications

Maximizing the Impact of Training Initiatives for Health Professionals in Low-Income Countries: Frameworks, Challenges, and Best Practices

Maximizing the Impact of Training Initiatives for Health Professionals in Low-Income Countries: Frameworks, Challenges, and Best Practices

Medical Education in Decentralized Settings: How Medical Students Contribute to Health Care in 10 Sub-Saharan African Countries

A peer evaluation of the community-based education programme for medical students at the University of Zimbabwe College of Health Sciences: A southern African Medical Education Partnership Initiative (MEPI) collaboration

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