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Background: Africa, like other parts of the world, continuously strives to deliver quality health professions education. These efforts are influenced to a larger extent by the socio-economic and cultural context of the region, but also by what happens globally. The global disruption caused by the COVID-19 pandemic in 2020 necessitated the implementation of emergency remote teaching to continue delivering on the mandate of educating future health professionals. The purpose of this research was to describe the response of selected health professions education institutions in Southern Africa to the impact of COVID-19 and their preparedness for remote learning and teaching. Methods: A case study design was applied using an adapted ADKAR model as a conceptual framework for data interpretation. The purposively selected study population consisted of educators, students, and administrators in undergraduate medical and nursing programmes from six institutions in five countries. Results: A total of 1307 respondents provided data for the study. Many of the institutions were caught off-guard when most educators and almost all students were required to leave their universities and go home. Stakeholders immediately became aware of the need to adopt online approaches as an emergency measure. In all programmes, educators, students, and administrators agreed that change was desired, and students realised that they had to take charge of their own learning independently. Overall educators reported confidence in the ability to use of standard Microsoft software, while knowledge of learning management systems proved more challenging for both educators and students. Many stakeholders, especially students and administrators, reported uncertainty about their ability to function in the new reality. Conducive family dynamics, a quiet space to study, good connectivity, a reliable electricity supply and appropriate devices were reported to reinforce learning and teaching. Conclusions: The findings highlight the need for higher education institutions to prepare for alternative modes to face-to-face learning and teaching approaches with the ultimate aim of transitioning to full online learning more expeditiously. This requires scaling up educational infrastructure, prioritising strategic directives driving continuous professional development of educators and fostering co-constructivist approaches towards student centered education.

Background: In an effort to prevent vertical transmission of HIV, pregnant women undergo HIV testing and where appropriate, are enrolled into HIV care. Receiving an HIV positive diagnosis can lead to stress and other experiences. Aim: To explore the experiences of women diagnosed HIV positive during pregnancy at selected Health facilities in Lusaka district. Methodology: This was part of a longitudinal mixed methods panel study which was done in 3 stages, and this was stage 3 of the study which utilised a descriptive cross-sectional study design. In-depth interviews were conducted on 17 purposively selected postpartum women who were diagnosed HIV positive during their recent pregnancy. Data were analysed using thematic analysis. The 6-phase coding framework for thematic analysis was used to identify themes and patterns in the data. Major findings: Six main themes emerged: reactions to HIV diagnosis, stress of HIV diagnosis, making the HIV status known, ART adherence, staff behaviour and adjusting to the reality of living with HIV. Most participants reported a mixture of emotions upon receiving the diagnosis, including anger, disappointment, disbelief, shock, turmoil, with others becoming aggressive and contemplating physical harm to themselves and the foetus. Most participants reported being stressed about the diagnosis due to fear of vertical transmission and uncertainty about pregnancy outcome and future. Others reported Intimate Partner Violence upon disclosing to their sexual partners while some reported inconsistent ART adherence. Participants described some staff as being supportive, while others were described as being rude. Conclusion: The study recommends empathetic support by Health care providers, to women diagnosed with HIVduring pregnancy, together with their significant others as they undergo the reality of living with HIV. [ABSTRACT FROM AUTHOR]

Introduction: the World Health Organization (WHO) declared COVID-19 a pandemic in January 2020, which has spread to many countries, including Zambia. Zambia has had challenges in providing personal protective equipment (PPEs) to nurses and midwives. The study's objective was to assess the availability and accessibility of PPEs among nurses and midwives caring for women in the general hospitals in Lusaka, Zambia. Methods: a cross-sectional analytical study design was conducted at five general hospitals in Lusaka on 162 nurses and midwives between February and April 2021, selected by purposive sampling of study sites and simple random sampling to select the participants. Data was collected using a semistructured self-administered questionnaire and analyzed in STATA version 13. Chi-square and Fisher's exact test were used to test associations between the independent variables and the outcome, and a multivariable logistic regression was used to investigate the predictors of accessing PPEs. Results: out of the 162 who participated in the study, 48.8% were nurses, while 51.2% were midwives. Only 10% (16/160) of the participants reported having enough PPEs at work. Age, marital status, PPE use, employment duration, and protection confidence were associated with accessibility (P<0.05). Conclusion: overall, there was an inadequate provision of PPEs in the health facilities putting the nurses and midwives at a high risk of acquiring COVID-19. Policymakers need a deliberate move to make the availability and accessibility of PPEs a reality during the pandemic. [ABSTRACT FROM AUTHOR]

Background: There is evidence that multidisciplinary healthcare teams can provide better quality of care and treatment outcomes compared to that delivered by individuals from a single health discipline. The project on which this article is based applied the interprofessional education model to university pre-licensure health students in the management of chronic care conditions in Zambia. Methods: Four distinct but interrelated approaches, namely desk review; module development workshops; review and validation of modules by experts; piloting and review of the training modules were employed. Results: Several models of interprofessional education currently in existence and used successfully by higher education institutions in other settings were identified. While several models of Interprofessional Education were identified, our project adapted the "didactic program, communitybased experience, and interprofessional-simulation experience" models. To apply the models, modules of seven chronic care conditions were developed and piloted. The extent to which the module activities promoted interprofessional education were rated between 74 - 87% (agree or strongly agree) by the students. Conclusion: Three models of Interprofessional Education were identified and adapted in the project, and seven modules were developed and administered to the students. The process was effective for putting forth an interprofessional training program at the undergraduate level, with the potential to improve quality of care for patients. [ABSTRACT FROM AUTHOR]

The World Health Organization declared COVID-19 a pandemic on 11 March, 2020. Following the declaration, many countries rapidly implemented measures to limit human interaction and curb the spread of the Disease. Among the measures implemented, were closing of schools, colleges and universities as these were seen as potential breeding grounds for COVID-19. With the closures of learning institutions, university authorities quickly resolved to immediately implement and roll-out online teaching as a measure to allow continued teaching and learning. Prior to the COVID-19 Pandemic, the main mode of teaching and learning for full time students at the University of Zambia, School of Nursing was mainly face-to face. Methods: A mixed methods design using a case-study and ADKAR approach (Awareness of the need for change; Desire to participate in and support the change; Knowledge necessary for change; Ability to implement change and Reinforcement to sustain the change) was utilized. Data was collected using an online survey questionnaire administered to Educators, Administrators, Nursing and Medical Students from Six countries across sub-Saharan Africa. However only data from Nursing students and Educators from the University of Zambia is reported for this abstract. Results: A total of 194 out of 285 students participated in the survey. Majority (65.3%) of students thought that their learning had partially changed while 33.7% thought it had completely changed due to the COVID-19 pandemic. Similarly 52.4 % of Educators thought teaching had partially changed while 47.6% thought it had completely changed. All Educators reported that they were confident in the use of software to implement e-learning, while only 43.2% of students were confident that they could use the software needed for remote learning. About 44.8% of students had no reliable electricity, 44.5% had no private space to work/study from and 50% had no good internet connectivity. However, majority of students (68.3%) had a computer and 89.1 had a smart phone to use for remote learning. Only 32% had learning materials needed for remote learning. The major hindrances to remote teaching from the teachers' perspective was not having reliable electricity connectivity as reported by 52.3%, not having private space to work from while at home, (40%) and not having a good internet connectivity as reported by 47.6%. Conclusion: Challenges to remote learning include electricity disruptions due to load shading, poor internet connectivity, expensive internet bundles, difficulties in concentrating while at home, missed lessons and disrupted clinical placement. Financial challenges made e-learning to be identified as being expensive as they could not afford to buy internet bundles in addition to paying tuition fees. Loss of employment by family who were the sponsors due to due to COVID Pandemic compounded the situation. [ABSTRACT FROM AUTHOR]

Background: Despite substantial increase in the interprofessional education (IPE) programmes globally, there has been no information on the community based interprofessional education (IPE-CBE) initiatives in Zambia. Selected faculty from school of Public Health, Medicine, Nursing and Health sciences collaborated to develop the IPE-CBE curriculum that would allow students engage inter-professionally with the community. The aim of this paper is to report the Process, Piloting and Evaluation of the IPE-CBE programs among the medical, nursing and physiotherapy undergraduate students at the University of Zambia. Methods: The Desk reviews, workshops, piloting, cross section survey was utilized. Descriptive analysis was performed at 95% confidence level and 5% margin of error, with a response distribution of 50%. Results: 73.3% of the students were medical students, 14.2% nursing and 11.6% physiotherapy. In terms of competencies, values/ethics for Interprofessional Practice was ranked high at weighted average of 4.25, Interprofessional Communication at weighted average of 4.24. Roles/Responsibilities and Teams and Teamwork weighted average at 4.06 and 4.07 respectively. Conclusion: Our findings have demonstrated that although IPE CBE is a good strategy for the implementation of field work, sustainable resources and logistical issues need to be sorted if the program is to be implemented effectively. [ABSTRACT FROM AUTHOR]

Background: At the University of Zambia, School of Medicine, the Bachelor of Medicine and Surgery was last reviewed in 2010. This poseda threat in the training of medical doctors as the learning outcomes may be unresponsive to emerging trends and methodologies in the management of patients, clients and communities. This paper presents a model that was used in the review of the bachelor of medicine and surgery degree programme at the University of Zambia in 2021. Methods: A modified Kern's 8 step model for curricular design was used in the review of the MBCHB UNZA curriculum: Step 1: Competency Framework Design: - The competency framework was designed based on the World Federation for Medical Education (WFME) standard for basic medical education (WFME, 2015). Step 2: Needs Assessment: - An online needs assessment survey was administered to 614 medical students while a workshop involving Faculty and key stakeholders in medical education was held to discuss the need for the review of the curriculum. Step 3, 4 and 5: Strengths, Weaknesses, Opportunities, Threats, Critical Success Factor Analysis and Educational Strategies design: - these steps were conducted to establish the educational strategies and factors that would result into successful implementation of the programme. Step 6, 7 and 8: Course Writing, Implementation and Evaluation: - Individual expert course writers were assembled to conduct course writing using a 10-day workshop model and development of both the implementation and evaluation plans for the curriculum. Results: The key results obtained from the review process included: 1. Designed the curriculum into the four key thematic competency areas of medical education: Knowledge, Skills and Performance, Safety and Quality, Communication, Partnership, and Teamwork while Maintaining Trust. 2. Reduction of the training period from 7 to 6 years as was before. 3. Development of an innovative and social responsive curriculum by strengthening interprofessional education, implementation science, evidence-based practice, critical thinking and incorporating emerging health needs of society Conclusion: The modified six-step Kern's model to curriculum development can be an effective method for the development and review of curriculum for health professions educational programmes and may be dependent on the availability of a motivated team, financial and other relevant resources in order to fulfil the dictates of all the steps. [ABSTRACT FROM AUTHOR]

Background: There is evidence that multidisciplinary healthcare teams can provide better quality of care and treatment outcomes compared to that delivered by individuals from a single health discipline. In 2019, the Strengthening Health Professional Workforce Education Programmes for Improved Quality Health Outcomes in Zambia (SHEPIZ) project embarked on, among other aims, developing Inter Professional Education (IPE) in chronic disease management for undergraduate health Disciplines. The intended outcomes were premised on enhancing collaborative practice which could lead to strengthened health systems and optimal health service delivery in Zambia. The purpose of this paper is to present the process of developing and piloting IPE modules on chronic disease management for the undergraduate health professions training in Zambia. Methods and Materials: Four distinct but interrelated approaches were applied. (1) desk review to identify best practices in IPE focusing on competences, content, training materials, delivery methods, and assessment methods. (2) module development workshops which comprised diverse experts with experience in IPE, medical education, general education, and management of chronic diseases.(3) review and validation of modules by experts. (4) piloting and review of the training modules. Results: The desk review, showed that there were best practices that could be relevant to IPE for undergraduate programmes at UNZA. Best practices identified from the review guided development of seven chronic disease modules which were piloted. The findings from the pilot showed that 74 - 87% (agree or strongly agree) of the students indicated that the module activities promoted interprofessional education. Conclusion: The process was effective for putting forth an interprofessional training program at the undergraduate level, with the potential to improve quality of care for patients and safety for patients with chronic conditions. [ABSTRACT FROM AUTHOR]