School of Medicine, Muhimbili University of Health and Allied Sciences, PO Box 650013 Dar es Salaam, Tanzania.
J Public Health Policy. 2012;33 Suppl 1:S150-70. doi: 10.1057/jphp.2012.45.
Well-educated and competent health professionals influence the health system in which they work to improve health outcomes, through clinical care and community interventions, and by raising standards of practice and supervision. To prepare these individuals, training institutions must ensure that their faculty members, who design and deliver education, are effective teachers. We describe the experience of the Muhimbili University of Health and Allied Sciences (MUHAS) in encouraging improvements in the teaching capacity of its faculty and postgraduate students triggered by a major institutional transition to competency-based education. We employed a multi-stage process that started by identifying the teaching and learning needs and challenges of MUHAS students and faculty. Collaborating with the University of California San Francisco (UCSF), MUHAS responded to these needs by introducing faculty to competency-based curricula and later to strategies for long term continuing improvement. We demonstrate that teaching faculty members are keen for local institutional support to enable them to enhance their skills as educators, and that they have been able to sustain a program of faculty development for their peers.
受过良好教育和有能力的卫生专业人员通过临床护理和社区干预以及提高实践和监督标准，对他们所在的卫生系统产生影响，以改善健康结果。为了培养这些人员，培训机构必须确保负责设计和提供教育的教师是有效的教师。我们描述了穆希比利大学卫生与联合科学大学（MUHAS）的经验，该大学通过向基于能力的教育的重大机构转型，鼓励提高其教师和研究生的教学能力。我们采用了多阶段的方法，首先确定了 MUHAS 学生和教师的教学和学习需求和挑战。MUHAS 与加利福尼亚大学旧金山分校（UCSF）合作，通过向教师介绍基于能力的课程以及后来介绍长期持续改进的策略来满足这些需求。我们证明，教学教师渴望获得本地机构的支持，以使他们能够提高教育者的技能，并且他们能够为同行维持一个教师发展计划。
