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1. Evaluation of a competency based medical curriculum in a Sub-Saharan African medical school

Author

Jane McKenzie-White, Aloysius G. Mubuuke, Sara Westergaard, Ian G Munabi, Robert C Bollinger, Robert Opoka, Scovia N Mbalinda, David Katete, Yukari C Manabe, and Sarah Kiguli

Subjects
Competency based Medical Education, Evaluation, Makerere University, Special aspects of education, LC8-6691, Medicine
Abstract

Abstract Background Medical schools in Sub-Saharan Africa have adopted competency based medical education (CBME) to improve the quality of graduates trained. In 2015, Makerere University College of Health Sciences (MaKCHS) implemented CBME for the Bachelor of Medicine and Bachelor of Surgery (MBChB) programme in order to produce doctors with the required attributes to address community health needs. However, no formal evaluation of the curriculum has been conducted to determine whether all established competencies are being assessed. Objective To evaluate whether assessment methods within the MBChB curriculum address the stated competencies. Methods The evaluation adopted a cross-sectional study design in which the MBChB curriculum was evaluated using an Essential Course Evidence Form (ECEF) that was developed to collect information about each assessment used for each course. Information was collected on: (1) Assessment title, (2) Description, (3) Competency domain (4) Sub-competency addressed, (5) Student instructions, and (6) Grading method/details. Data were entered into a structured Access data base. In addition, face-to-face interviews were conducted with faculty course coordinators. Results The MBChB curriculum consisted of 62 courses over 5 years, focusing on preclinical skills in years 1–2 and clinical skills in years 3–5. Fifty-nine competencies were identified and aggregated into 9 domains. Fifty-eight competencies were assessed at least one time in the curriculum. Faculty cited limited training in assessment as well as large student numbers as hindrances to designing robust assessments for the competencies. Conclusion CBME was successfully implemented evidenced by all but one of the 59 competencies within the nine domains established being assessed within the MBChB curriculum at MaKCHS. Faculty interviewed were largely aware of it, however indicated the need for more training in competency-based assessment to improve the implementation of CBME.

Published
2022
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2. A Comparison of Online versus On-site Training in Health Research Methodology: A Randomized Study

Author

Nancy E. Kass, Holly A. Taylor, Jane McKenzie-White, Anant Bhan, Robert C. Bollinger, Rakesh Aggarwal, Paolo Miotti, Sukon Kanchanaraksa, John McGready, Amita Aggarwal, Stephen D. Sisson, Joseph Ali, and Nikhil Gupte

Subjects
Research design, Adult, Male, medicine.medical_specialty, 020205 medical informatics, Teaching method, Distance education, education, MEDLINE, Alternative medicine, India, lcsh:Medicine, 02 engineering and technology, Education, law.invention, Education, Distance, 03 medical and health sciences, 0302 clinical medicine, Randomized controlled trial, law, 0202 electrical engineering, electronic engineering, information engineering, medicine, Humans, 030212 general & internal medicine, Medicine(all), Medical education, Research ethics, Internet, lcsh:LC8-6691, lcsh:Special aspects of education, business.industry, 4. Education, Teaching, lcsh:R, General Medicine, Middle Aged, Research Personnel, Research Design, Female, Biostatistics, business, Research Article
Abstract

Background Distance learning may be useful for building health research capacity. However, evidence that it can improve knowledge and skills in health research, particularly in resource-poor settings, is limited. We compared the impact and acceptability of teaching two distinct content areas, Biostatistics and Research Ethics, through either on-line distance learning format or traditional on-site training, in a randomized study in India. Our objective was to determine whether on-line courses in Biostatistics and Research Ethics could achieve similar improvements in knowledge, as traditional on-site, classroom-based courses. Methods Subjects: Volunteer Indian scientists were randomly assigned to one of two arms. Intervention: Students in Arm 1 attended a 3.5-day on-site course in Biostatistics and completed a 3.5-week on-line course in Research Ethics. Students in Arm 2 attended a 3.5-week on-line course in Biostatistics and 3.5-day on-site course in Research Ethics. For the two course formats, learning objectives, course contents and knowledge tests were identical. Main Outcome Measures: Improvement in knowledge immediately and 3-months after course completion, compared to baseline. Results Baseline characteristics were similar in both arms (n = 29 each). Median knowledge score for Biostatistics increased from a baseline of 49% to 64% (p < 0.001) 3 months after the on-site course, and from 48% to 63% (p = 0.009) after the on-line course. For the on-site Research Ethics course, median score increased from 69% to 83% (p = 0.005), and for the on-line Research Ethics course from 62% to 80% (p < 0.001). Three months after the course, median gains in knowledge scores remained similar for the on-site and on-line platforms for both Biostatistics (16% vs. 12%; p = 0.59) and Research Ethics (17% vs. 13%; p = 0.14). Conclusion On-line and on-site training formats led to marked and similar improvements of knowledge in Biostatistics and Research Ethics. This, combined with logistical and cost advantages of on-line training, may make on-line courses particularly useful for expanding health research capacity in resource-limited settings.

Published
2011

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