Curricular transformation of health professions education in Tanzania: The process at Muhimbili University of Health and Allied Sciences (2008–2011)

Ngassapa, Olipa; Kaaya, Ephata; Fyfe, Molly; Lyamuya, Eligius; Kakoko, Deodatus; Kayombo, Edmund J; Kisenge, Rodrick; Loeser, H.; Mwakigonja, Amos; Outwater, Anne H.; Martin-Holland, Judy; Mwambete, Kennedy D; Kida, Irene Anderson; Macfarlane, Sarah B.

doi:10.1057/jphp.2012.43

Cited by 38 publications

(49 citation statements)

References 20 publications

(18 reference statements)

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“…[27] The competencies includes: professional knowledge and practical/clinical skills with emphasis on relationship with patients, clients and communities at large. Relationship with colleagues and teaching skills, maintaining good practice, working within the health care system and maintaining professionalism are other prerequisite areas.…”

Section: Nursing Training and Oral Health Care In Tanzaniamentioning

confidence: 99%

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Primary oral health care and smiles for life curriculum adaptation for nurses training in low income countries: A case of Tanzanian context

Iseselo

Minja²,

Klar³

et al. 2016

JNEP

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Primary oral health care is essential for the overall wellness of all client populations, especially those living in rural communities. Nurses make up the majority of primary care providers in Tanzania. An opportunity for the lead author to participate as an Oral Health Global Scholar allowed for the exchange of interprofessional oral health knowledge and practice competencies and for the adaptation of a U.S. based oral health curriculum to meet the context of care in Tanzania. This paper identifies the gap in oral health care in Tanzania, describes the knowledge and practice exchanges, and next steps with the adaptation of the Smiles for Life curriculum in Tanzania. The aims is to share interprofessional experience designed to develop a user-friendly curriculum and train primary health care nurses in Tanzania, on applying modern concepts such as a collaborative approach in management of the oral health needs of the patient. Nursing is a profession that has multiple roles and functions which can be utilized according to the situation and need of the community served. Therefore, interprofessional collaborations among health care providers are important to the improvement of quality oral health services.

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Section: Nursing Training and Oral Health Care In Tanzaniamentioning

confidence: 99%

“…[38] Some words in the Learning Outcomes were replaced by "appropriate words" according to Bloom's Taxonomy to encompass the three domains of learning. [39] The consent to modify the contents to fit the context of Tanzania was sought from relevant authority.…”

Section: General Changes Made In Smiles For Life Curriculummentioning

confidence: 99%

Primary oral health care and smiles for life curriculum adaptation for nurses training in low income countries: A case of Tanzanian context

Iseselo

Minja²,

Klar³

et al. 2016

JNEP

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“…5 The school of dentistry worked with all MUHAS schools and institutes, following the procedures agreed to by a university-wide curriculum committee and with approval of the university senate. 6 The university adopted a competency-based approach to curricular revision as mandated in 2007 by the government through the Tanzania Commission for Universities (TCU), the governmental regulatory body for all of Tanzanian higher education. The revision process involved: (i) cross-school collaboration in the identification of competencies; (ii) consultations with internal and external stakeholders to review the curricula; and (iii) restructuring and revision of the curricula.…”

Section: The Curricular Revision Processmentioning

confidence: 99%

“…The revision process involved: (i) cross-school collaboration in the identification of competencies; (ii) consultations with internal and external stakeholders to review the curricula; and (iii) restructuring and revision of the curricula. 6 Throughout the process, a team of UCSF educators (from its schools of dentistry, medicine, nursing, and pharmacy) worked with MUHAS colleagues (across its schools of dentistry, medicine, nursing, pharmacy, and public health and social sciences, and its institutes of allied health sciences and traditional medicine). MUHAS carried out the work of introducing competencies and developing faculty skills to deliver the new curriculum interprofessionally, with advice from UCSF; representatives from the UCSF School of Dentistry also worked closely with colleagues at MUHAS on profession-specific content.…”

Section: The Curricular Revision Processmentioning

confidence: 99%

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New curriculum in dentistry for Tanzania: Competency-based education for patient and population health (2008–2011)

Loomer

Masalu

Mumghamba

et al. 2012

J Public Health Pol

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From 2008 to 2011, the School of Dentistry at Muhimbili University of Health and Allied Sciences in Tanzania revised and then initiated implementation of a curriculum to improve the educational process for, and competence of, its graduates. As an increasing body of research demonstrates the detrimental effects of oral diseases on health and the interrelationships between oral and systemic diseases (including HIV and diabetes), the importance of dentistry education grows. We describe the population oral health problems in Tanzania, the need to enhance the dental workforce, and the process of curricular reform to meet these needs. This reform included transition to a competency-based curriculum featuring teaching methods that will enhance the effectiveness of the education and performance of graduates in traditional and new roles. We conclude with lessons for Tanzania and for health professions educational institutions elsewhere, as well as for public health-care planners concerned about linking health professions education to improving population health in resource-poor countries.

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Scaling up clinical pharmacy practice in Africa: Current challenges and the future

Njuguna

Berhane

Ndemo

et al. 2020

J Am Coll Clin Pharm

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The potential of clinical pharmacy to improve patient health outcomes is yet to be fully realized in Africa as the practice remains scarce. In this paper, we highlight the current status, gaps, and opportunities for clinical pharmacy scale‐up in the region. Persistent gaps in clinical pharmacy practice include undergraduate and postgraduate curricula that are inadequate in producing practice‐ready clinical pharmacists. Experiential training is insufficient, and its effectiveness is limited by an inadequate number of trained clinical pharmacy preceptors at practice sites. At the institutional level, a lack of formalized job descriptions, low numbers of practicing clinical pharmacists, and lack of tools to facilitate documentation of clinical pharmacy activities and interventions pose practice challenges. Finally, there is inadequate policy and legislation to guide the increase of clinical pharmacy practice. Curriculum reform of the traditional Bachelor of Pharmacy (B.Pharm) program at the undergraduate level is needed to prepare pharmacy students for direct patient care roles. In addition, there is a need to increase Doctor of Pharmacy (Pharm.D.) programs and adopt innovative postgraduate programs for clinical pharmacist specialization, such as residencies and fellowships. Experiential training can be strengthened by making it longitudinal, and conducting it in practice sites with trained clinical pharmacy preceptors. At the level of hospital institutions, clear job descriptions need to be crafted for clinical pharmacists, and systems to facilitate documentation of their activities and interventions created. Finally, national policy and legislation on clinical pharmacy practice is needed to facilitate required training and practice reforms, and guide hospital implementation of clinical pharmacy practice.

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Curricular transformation of health professions education in Tanzania: The process at Muhimbili University of Health and Allied Sciences (2008–2011)

Cited by 38 publications

References 20 publications

Primary oral health care and smiles for life curriculum adaptation for nurses training in low income countries: A case of Tanzanian context

Primary oral health care and smiles for life curriculum adaptation for nurses training in low income countries: A case of Tanzanian context

New curriculum in dentistry for Tanzania: Competency-based education for patient and population health (2008–2011)

Scaling up clinical pharmacy practice in Africa: Current challenges and the future

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