Institute of International Health and Development, Queen Margaret University, Edinburgh, UK.
Med Educ. 2012 Aug;46(8):748-56. doi: 10.1111/j.1365-2923.2012.04286.x.
Capacity-building programmes in low-income countries (LICs) are subject to a tension between the requirement to best train workers to fulfil national needs and the requirement to meet international expectations of their students, academics and institutions. This paper presents a theoretical framework developed from a case study of an undergraduate degree programme in Malawi and explores how national needs and international expectations can be managed in health profession settings in LICs to ensure successful curriculum development.
An inductive qualitative methodology, grounded theory, combined with open-ended interviews with students, graduates, tutors and external stakeholders in the programme, was used to develop a theoretical framework.
A total of 22 interviews were performed; their analysis conceptualised the tension between national needs and international expectations, and resulted in 12 codes, in four categories: competing and advancing agendas; processes of collaboration; developing a programme or professional identity, and perceptions of programme change.
This study describes a conceptual framework highlighting three particular areas for analysis to aid in understanding how to best manage competing agendas. These areas refer to, respectively, the significance of international expectations, the organisational climate, and the development of a professional identity.
在低收入国家（LICs）的能力建设计划中，存在着一种紧张关系，即既要最好地培训工人以满足国家需求，又要满足学生、学者和机构的国际期望。本文提出了一个理论框架，该框架源自马拉维本科课程的案例研究，探讨了如何在 LICs 的卫生专业环境中管理国家需求和国际期望，以确保成功的课程开发。
采用归纳性定性方法，扎根理论，并结合对该计划的学生、毕业生、导师和外部利益相关者进行的开放式访谈，开发了一个理论框架。
共进行了 22 次访谈；对分析结果进行的概念化处理，将国家需求和国际期望之间的紧张关系，并产生了 12 个代码，分为四类：竞争和推进议程；协作过程；制定计划或专业身份，以及对计划变更的看法。
本研究描述了一个概念框架，突出了三个特别需要分析的领域，以帮助理解如何最好地管理竞争议程。这些领域分别是国际期望的重要性、组织氛围和专业身份的发展。
