Educating a New Generation of Doctors to Improve the Health of Populations in Low- and Middle-Income Countries

Celletti, Francesca; Reynolds, Teri; Wright, Anna; Stoertz, Aaron H; Dayrit, Manuel M

doi:10.1371/journal.pmed.1001108

Cited by 72 publications

(64 citation statements)

References 17 publications

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“…[15][16][17] Regardless, the demand for improved prehospital and hospitalbased EM specialty training in this country continues to grow. [18] Despite previous successes of SGL medical education in Tanzania, there have been few investigations of SGL acceptability in the region, and none for EM education. A recent study showed significant improvement to trauma resuscitation knowledge following implementation of a small-group-based resuscitation simulation course, [19] but researchers have yet to investigate the impact of SGL on other topics within the scope of EM postgraduate training.…”

Section: Emergency Medicine In Tanzaniamentioning

confidence: 99%

Pioneering small-group learning in Tanzanian emergency medicine: Investigating acceptability for physician learners

Lim

Geduld

Checkett

et al. 2017

AJHPE

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Background. Emergency medicine (EM) is a relatively new, but growing medical specialty in sub-Saharan Africa. African EM training programmes have used small-group learning (SGL) modalities in their curricula. However, there is little knowledge of whether SGL modalities are perceived to be effective in these African EM training programmes. Objectives. To investigate the acceptability of SGL for physicians' training in an academic Tanzanian emergency department using a novel EM curriculum. Methods. Using responses to a written questionnaire, we explored the perceived effectiveness of SGL compared with traditional didactic lectures among 38 emergency department physician learners in Dar es Salaam, Tanzania. Perceptions of SGL were identified from qualitative responses, and regression analyses were used to determine strength of association between quantitative outcomes. Results. Reported benefits of SGL included team building, simulation training, enhancement of procedural skills, and the opportunity to discuss opinions on clinical management. SGL scored more favourably with regard to improving clinical practice, enjoyment of learning, and building peer-to-peer relations. Lectures scored more favourably at improving medical knowledge. Preference towards SGL over lectures for overall training increased with years of clinical experience (95% confidence interval (CI) 0.16 -0.62, p=0.002, Spearman's rho 0.51), and the perception that SGL reinforces learner-teacher relationships correlated with seniority within residency training (95% CI 0.14 -0.86, p=0.007, Spearman's rho 0.47). Conclusion. Techniques of SGL were perceived as effective at improving clinical practice in the emergency department setting. These modalities may be more favourably accepted by more experienced physician learners -therefore, new EM teaching programmes in Africa should consider these factors when targeting educational strategies for their respective regions and learner cohorts.

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Section: Emergency Medicine In Tanzaniamentioning

confidence: 99%

Pioneering small-group learning in Tanzanian emergency medicine: Investigating acceptability for physician learners

Lim

Geduld

Checkett

et al. 2017

AJHPE

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“…A transformative scaling up of health professional preparation is imperative to the improvement of population health outcomes in Sudan, similar to other low-and middle-income countries. Critical elements of transformative education include a clear strategy or framework, and effective and relatable health sciences education to increase-not just the quantity-but also the quality and relevance of health-care professionals (Celletti et al, 2011;World Health Organization, 2013). This necessitates context-relevant curricula developed and revised by local faculty.…”

Section: Background and Rationalmentioning

confidence: 99%

Strengthening Educational Capacity through Context-Relevant Curriculum Design and Evaluation

Downes

Wold

Belatchew³

et al. 2017

Front. Educ.

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There is an acute shortage of health-care workers in Sudan. The Academy of Health Sciences was created to prepare health-care professionals in order to restore and ultimately maintain the requisite skills-mix. This necessitates transformative education using a context-relevant curricula. A context-relevant curriculum is one that is feasible, consistent with the mission of the educational institution, and responsive to the communities of interest. This article describes a partnership to strengthen the local capacity of health workforce educators. The article describes one of a series of faculty development workshops, with this first aimed at the skills to develop and evaluate context-relevant curricula using community midwifery curriculum as exemplar.

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“…Our search did not find studies calculating the rates of return to any type of health professional training in low-income countries, though some recent qualitative work suggests that rates of return may be limited by shortcomings in training institutions (Celletti et al 2011;Ferrinho et al 2011). Examining how changes in wages influence hours worked and labor force participation is a central concern of labor economics .…”

Section: Education Training and Specialty Choicementioning

confidence: 99%

Analyzing Markets for Health Workers: Insights from Labor and Health Economics

McPake¹,

Scott²,

Edoka³

2014

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Educating a New Generation of Doctors to Improve the Health of Populations in Low- and Middle-Income Countries

Abstract: Francesca Celletti and colleagues from WHO argue that a transformation in the scale-up of medical education in low- and middle-income countries is needed, and detail what this might look like.

Cited by 72 publications

References 17 publications

Pioneering small-group learning in Tanzanian emergency medicine: Investigating acceptability for physician learners

Pioneering small-group learning in Tanzanian emergency medicine: Investigating acceptability for physician learners

Strengthening Educational Capacity through Context-Relevant Curriculum Design and Evaluation

Analyzing Markets for Health Workers: Insights from Labor and Health Economics

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