Kiguli-Malwadde Elsie, Olapade-Olaopa E Oluwabunmi, Kiguli Sarah, Chen Candice, Sewankambo Nelson K, Ogunniyi Adesola O, Mukwaya Solome, Omaswa Francis
African Centre for Global Health and Social Transformation, Kampala, Uganda ; Makerere University, College of Health Sciences, Kampala, Uganda.
African Centre for Global Health and Social Transformation, Kampala, Uganda ; College of Medicine, University of Ibadan, Ibadan, Oyo State, Nigeria.
Adv Med Educ Pract. 2014 Dec 9;5:483-9. doi: 10.2147/AMEP.S68480. eCollection 2014.
Relatively little has been written on Medical Education in Sub-Saharan Africa, although there are over 170 medical schools in the region. A number of initiatives have been started to support medical education in the region to improve quality and quantity of medical graduates. These initiatives have led to curricular changes in the region, one of which is the introduction of Competency-Based Medical Education (CBME).
This paper presents two medical schools, Makerere University College of Health Sciences and College of Medicine, University of Ibadan, which successfully implemented CBME. The processes of curriculum revision are described and common themes are highlighted. Both schools used similar processes in developing their CBME curricula, with early and significant stakeholder involvement. Competencies were determined taking into consideration each country's health and education systems. Final competency domains were similar between the two schools. Both schools established medical education departments to support their new curricula. New teaching methodologies and assessment methods were needed to support CBME, requiring investments in faculty training. Both schools received external funding to support CBME development and implementation.
CBME has emerged as an important change in medical education in Sub-Saharan Africa with schools adopting it as an approach to transformative medical education. Makerere University and the University of Ibadan have successfully adopted CBME and show that CBME can be implemented even for the low-resourced countries in Africa, supported by external investments to address the human resources gap.
尽管撒哈拉以南非洲地区有170多所医学院校，但关于该地区医学教育的著述相对较少。已经启动了一些倡议来支持该地区的医学教育，以提高医学毕业生的质量和数量。这些倡议导致了该地区课程的变化，其中之一是引入了基于能力的医学教育（CBME）。
本文介绍了两所成功实施CBME的医学院校，即马凯雷雷大学健康科学学院和伊巴丹大学医学院。描述了课程修订过程并突出了共同主题。两所学校在开发其CBME课程时采用了类似的过程，利益相关者早期就深度参与其中。在确定能力时考虑了每个国家的卫生和教育系统。两所学校最终的能力领域相似。两所学校都设立了医学教育部门来支持其新课程。需要新的教学方法和评估方法来支持CBME，这需要对教师培训进行投资。两所学校都获得了外部资金来支持CBME的开发和实施。
CBME已成为撒哈拉以南非洲地区医学教育的一项重要变革，各院校将其作为变革性医学教育的一种方法。马凯雷雷大学和伊巴丹大学已成功采用CBME，并表明在外部投资的支持下，即使是非洲资源匮乏的国家也可以实施CBME，以解决人力资源缺口问题。
