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The integration of information communication and technology in medical education has led to the emergence of modern instructional tools, thus transforming pedagogy. Modern instructional tools like 3D animation are very effective tools for pedagogy, especially in subjects that involve complex concepts that are difficult to represent with traditional instructional tools such as textbooks, and lectures. The main objective of this study was to determine the effectiveness of using 3D animation in teaching psychiatry to clinical medicine students at the Kenya Medical Training College. The study used a randomized comparative design, where participants were randomly assigned to either a treatment group (3D animation) or a control group (textbook). Data were collected using self-administered questionnaires. The study targeted 61 respondents, and the sample size was 53 respondents (11 lecturers and 42 students). A pilot test to ensure the reliability and validity of the questionnaires was done on 30 respondents from the nursing department at Kenya Medical Training College. The analysis of the results was done using the Statistical Package for Social Sciences software version 29, whereby descriptive statistics were used to describe feedback from the lecturers and students while independent sample t-tests were used to determine the statistically significant difference in student scores. The t-test results showed a statistically significant difference in means between the two groups, with t (40) = -7.332, p < 0.001 (two-tailed). The mean difference between the two groups was -8.190, with a standard error of 1.117. The 95% confidence interval of the difference ranged from -10.448 to -5.933. Therefore, the use of 3D animation had a statistically significant positive effect on test scores compared to textbook instructional materials in the context of teaching psychiatry. The study recommends the integration of 3D animations in the medical education curriculum at Kenya Medical Training College and other institutions of higher learning.&nbsp

Stakeholders in Kenyan education are concerned about student performance. Data mining has emerged as an alternate method for education stakeholders to employ in making decisions about student performance in their final year exam. Kenya's education sector provides a wealth of statistical data that might provide vital information about students. Information and communication technology collects and compiles low-cost data that can be used to forecast student performance. However, no meaningful information is extracted from this data by Kenyan educational institutions. In this paper, we propose and develop a prediction model for forecasting Kenya secondary school learner performance utilizing prior performance data from students, which will be transformed and cleaned before being used in training and testing the model. Our model employs data mining techniques to improve forecast accuracy. We will present the model theoretical framework, conceptual framework, and outcomes.

Background: Early deaths and treatment nonadherence are major reasons for low childhood acute lymphoblastic leukemia (ALL) survival in low- and middle-income countries. This study assessed treatment outcomes of children presenting with ALL and evaluated perspectives of health-care providers (HCP) on ALL treatment at a Kenyan academic hospital. Methods: This was a combined retrospective medical records and cross-sectional questionnaire study. Treatment outcomes of 136 children diagnosed with ALL between 2010 and 2016 were collected. Questionnaires were completed by 245 HCP (response rate, 86%) between September and October 2016. Results: Childhood ALL treatment outcomes were death (30%), progressive or relapsed disease (26%), abandonment (24%), and event-free survival (20%). Of all deaths, 80% were early deaths (prior or during induction), whereas 20% occurred in remission. Probability of event-free survival at three years was 18%. Only 57% of HCP believed childhood ALL can be cured, with more doctors (96%) than other HCP (45%) believing in curability of ALL (P

Background\ud Post-partum haemorrhage is the leading cause of maternal death worldwide. Early administration of tranexamic acid reduces deaths due to bleeding in trauma patients. We aimed to assess the effects of early administration of tranexamic acid on death, hysterectomy, and other relevant outcomes in women with post-partum haemorrhage.\ud \ud Methods\ud In this randomised, double-blind, placebo-controlled trial, we recruited women aged 16 years and older with a clinical diagnosis of post-partum haemorrhage after a vaginal birth or caesarean section from 193 hospitals in 21 countries. We randomly assigned women to receive either 1 g intravenous tranexamic acid or matching placebo in addition to usual care. If bleeding continued after 30 min, or stopped and restarted within 24 h of the first dose, a second dose of 1 g of tranexamic acid or placebo could be given. Patients were assigned by selection of a numbered treatment pack from a box containing eight numbered packs that were identical apart from the pack number. Participants, care givers, and those assessing outcomes were masked to allocation. We originally planned to enrol 15 000 women with a composite primary endpoint of death from all-causes or hysterectomy within 42 days of giving birth. However, during the trial it became apparent that the decision to conduct a hysterectomy was often made at the same time as randomisation. Although tranexamic acid could influence the risk of death in these cases, it could not affect the risk of hysterectomy. We therefore increased the sample size from 15 000 to 20 000 women in order to estimate the effect of tranexamic acid on the risk of death from post-partum haemorrhage. All analyses were done on an intention-to-treat basis. This trial is registered with ISRCTN76912190 (Dec 8, 2008); ClinicalTrials.gov, number NCT00872469; and PACTR201007000192283.\ud \ud Findings\ud Between March, 2010, and April, 2016, 20 060 women were enrolled and randomly assigned to receive tranexamic acid (n=10 051) or placebo (n=10 009), of whom 10 036 and 9985, respectively, were included in the analysis. Death due to bleeding was significantly reduced in women given tranexamic acid (155 [1·5%] of 10 036 patients vs 191 [1·9%] of 9985 in the placebo group, risk ratio [RR] 0·81, 95% CI 0·65–1·00; p=0·045), especially in women given treatment within 3 h of giving birth (89 [1·2%] in the tranexamic acid group vs 127 [1·7%] in the placebo group, RR 0·69, 95% CI 0·52–0·91; p=0·008). All other causes of death did not differ significantly by group. Hysterectomy was not reduced with tranexamic acid (358 [3·6%] patients in the tranexamic acid group vs 351 [3·5%] in the placebo group, RR 1·02, 95% CI 0·88–1·07; p=0·84). The composite primary endpoint of death from all causes or hysterectomy was not reduced with tranexamic acid (534 [5·3%] deaths or hysterectomies in the tranexamic acid group vs 546 [5·5%] in the placebo group, RR 0·97, 95% CI 0·87-1·09; p=0·65). Adverse events (including thromboembolic events) did not differ significantly in the tranexamic acid versus placebo group.\ud \ud Interpretation\ud Tranexamic acid reduces death due to bleeding in women with post-partum haemorrhage with no adverse effects. When used as a treatment for postpartum haemorrhage, tranexamic acid should be given as soon as possible after bleeding onset.\ud \ud Funding\ud London School of Hygiene & Tropical Medicine, Pfizer, UK Department of Health, Wellcome Trust, and Bill & Melinda Gates Foundation.

Most e-government literature examines outcomes and potential benefits. Yet it is also important to explore the actual process of developing and implementing e-government systems in specific institutional and political environments. In this paper, we analyze the process of developing a website with the Municipal Council of Ruiru in Kenya, a country undergoing democratization and devolution of power. How to support a process that would enable the website to catalyze and support reforms in local government emerged as an important question in this context. We found strategically linking universities and local technology firms to government and fostering their interactions within e-government implementation a helpful approach. Conducting focus group discussions in the course of a participatory design process and discussing each stage of website development with key actors in the government helped bring citizen voices into the process and the final website content. Overall, for the website project to actually help improve government we found it is critical to go beyond participatory design towards a strategic, flexible and longer-term process of engagement in "e-politics", the political negotiations over the use and control of the technology by the government.