The frontline and the ivory tower: A case study of service and professional‐driven curriculum

Lenthall, Suzanne; Wakerman, John; Knight, Sabina

doi:10.1111/j.1440-1584.2009.01056.x

Cited by 14 publications

(21 citation statements)

References 5 publications

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“…In other Australian settings, unqualified staff would not provide this care. Over the past decade, there have been increased educational opportunities for RNs working in remote settings [49]. However, only 5% of the nurses who work in very remote Australian health services have specific skills and qualifications for their advanced practice role [29].…”

Section: Discussionmentioning

confidence: 99%

Adherence to management guidelines for growth faltering and anaemia in remote dwelling Australian Aboriginal infants and barriers to health service delivery

Bar-Zeev

Kruske

Barclay

et al. 2013

BMC Health Serv Res

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BackgroundRemote dwelling Aboriginal infants from northern Australia have a high burden of disease and frequently use health services. Little is known about the quality of infant care provided by remote health services. This study describes the adherence to infant guidelines for anaemia and growth faltering by remote health staff and barriers to effective service delivery in remote settings.MethodsA mixed method study drew data from 24 semi-structured interviews with clinicians working in two remote communities in northern Australia and a retrospective cohort study of Aboriginal infants from these communities, born 2004–2006 (n = 398). Medical records from remote health centres were audited. The main outcome measures were the period prevalence of infants with anaemia and growth faltering and management of these conditions according to local guidelines. Qualitative data assessed clinicians’ perspectives on barriers to effective remote health service delivery.ResultsData from 398 health centre records were analysed. Sixty eight percent of infants were anaemic between six and twelve months of age and 42% had documented growth faltering by one year. Analysis of the growth data by the authors however found 86% of infants experienced growth faltering over 12 months. Clinical management and treatment completion was poor for both conditions. High staff turnover, fragmented models of care and staff poorly prepared for their role were barriers perceived by clinicians’ to impact upon the quality of service delivery.ConclusionAmong Aboriginal infants in northern Australia, malnutrition and anaemia are common and occur early. Diagnosis of growth faltering and clinicians’ adherence to management guidelines for both conditions was poor. Antiquated service delivery models, organisation of staff and rapid staff turnover contributed to poor quality of care. Service redesign, education and staff stability must be a priority to redress serious deficits in quality of care provided for these infants.

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Section: Discussionmentioning

confidence: 99%

Adherence to management guidelines for growth faltering and anaemia in remote dwelling Australian Aboriginal infants and barriers to health service delivery

Bar-Zeev

Kruske

Barclay

et al. 2013

BMC Health Serv Res

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“…Many studies have found community-based students do at least as well and may develop better clinical skills than students learning in more metropolitan, hospital-based training sites (Satran et al 1993;Worley et al 2000;Esterman et al 2004;Worley et al 2004;Iputo and Kwizera 2005;Power et al 2006;Lyon et al 2008;Wilson and Cleland 2008;Lenthall et al 2009;McLean et al 2010;Sen Gupta et al 2011). The experiential, community-engaged learning may also account for graduates of SHS-Palo being more likely to be practising in Public Health and in Family Medicine/General Practice.…”

Section: Discussionmentioning

confidence: 99%

The impact of socially-accountable, community-engaged medical education on graduates in the Central Philippines: Implications for the global rural medical workforce

Woolley

Ross

et al. 2017

Medical Teacher

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Introduction: Developing and retaining a high quality medical workforce, especially within low-resource countries has been a world-wide challenge exacerbated by a lack of medical schools, the maldistribution of doctors towards urban practice, health system inequities, and training doctors in tertiary centers rather than in rural communities. Aim: To describe the impact of socially-accountable health professional education on graduates; specifically: their motivation towards community-based service, preparation for addressing local priority health issues, career choices, and practice location. Methods: Cross-sectional survey of graduates from two medical schools in the Philippines: the University of Manila-School of Health Sciences (SHS-Palo) and a medical school with a more conventional curriculum. Results: SHS-Palo graduates had significantly (p < 0.05) more positive attitudes to community service. SHS-Palo graduates were also more likely to work in rural and remote areas (p < 0.001) either at district or provincial hospitals (p ¼ 0.032) or in rural government health services (p < 0.001) as Municipal or Public Health Officers (p < 0.001). Graduates also stayed longer in both their first medical position (p ¼ 0.028) and their current position (p < 0.001). Conclusions: SHS-Palo medical graduates fulfilled a key aim of their socially-accountable institution to develop a health professional workforce willing and able, and have a commitment to work in underserved rural communties.

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“…Occasionally, they are made part of RCD teams, where they participate in decision-making on curriculum content (e.g. Lenthall, Wakerman, and Knight 2009;Paulsen and Peseau 1992). Fifth, within a responsive curriculum, courses are rarely taught by individual faculty members.…”

Section: Conceptualising Responsive Curriculum Developmentmentioning

confidence: 99%

“…In Ghana for example, universities offering professional programmes like accounting, education and natural resource management are researching the emerging needs of the profession (Ameyaw, Arts, and Wals 2016;Awayiga, Onumah, and Tsamenyi 2010) and are also reviewing or creating new curricula in response to the changing knowledge and skills requirements of employers (Kouwenhoven 2009). Some universities have introduced innovations aimed at enhancing interdisciplinarity in their curricula (Smith-Sebasto and Shebitz ARTICLE HISTORY received 6 august 2016 accepted 24 September 2017 KEYWORDS responsive curriculum; curriculum development practice; curriculum innovation; professional education; higher education; ghana 2013), using teaching and learning methods that are linked with problems in society and the world of work (Kiguli-Malwadde et al 2006;Lenthall, Wakerman, and Knight 2009) and that allow students to take greater responsibility for their own learning process (Cremers et al 2014). These innovations all aim to make these curricula more responsive to emerging societal needs.…”

Section: Introductionmentioning

confidence: 99%

Creating a responsive curriculum for postgraduates: lessons from a case in Ghana

Ameyaw

Turnhout

Arts

et al. 2017

Journal of Further and Higher Education

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a faculty of renewable natural resources, college of agriculture and natural resources, Kwame nkrumah university of Science and technology, Kumasi, ghana; b forest and nature conservation Policy, Wageningen university, Wageningen, the netherlands; c education and competence Studies, Wageningen university, Wageningen, the netherlands ABSTRACT A responsive curriculum addresses the changing needs of students, bridging the gap between universal knowledge and theories on one hand and contextual, continuously changing realities of everyday life and the world of work, on the other. Though several higher education institutions appreciate the value of making curriculum responsive, how to do this remains a challenge. This paper first identified unique attributes of responsive curriculum development based on literature and assessed their manifestation in the creation of a new Masters curriculum in natural resource and environmental governance in Ghana. The role of actors within and outside academia and its implications, were also investigated. The study was designed as participatory action research. Key process attributes identified include, among others, iteration, built-in learning within the curriculum development process, and the contribution of actors from outside academia to curriculum design and implementation. The study also shows the important role of the so-called champion of the process and the expert facilitators. The paper does not seek to provide a blue-print but rather provides a valuable example for future initiatives at creating curriculum that better responds to current needs of students.

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The frontline and the ivory tower: A case study of service and professional‐driven curriculum

Cited by 14 publications

References 5 publications

Adherence to management guidelines for growth faltering and anaemia in remote dwelling Australian Aboriginal infants and barriers to health service delivery

Adherence to management guidelines for growth faltering and anaemia in remote dwelling Australian Aboriginal infants and barriers to health service delivery

The impact of socially-accountable, community-engaged medical education on graduates in the Central Philippines: Implications for the global rural medical workforce

Creating a responsive curriculum for postgraduates: lessons from a case in Ghana

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