Mubuuke Aloysius Gonzaga, Mwesigwa Catherine, Maling Samuel, Rukundo Godfrey, Kagawa Mike, Kitara David Lagoro, Kiguli Sarah
Makerere University, College of Health Sciences, Kampala, Uganda.
Mbarara University of Science & Technology, Faculty of Medicine, Mbarara, Uganda.
Pan Afr Med J. 2014 Dec 16;19:382. doi: 10.11604/pamj.2014.19.382.5283. eCollection 2014.
Health professions education is gradually moving away from the more traditional approaches to new innovative ways of training aimed at producing professionals with the necessary competencies to address the community health needs. In response to these emerging trends, Medical Education for Equitable Services to All Ugandans (MESAU), a consortium of Ugandan medical schools developed key competencies desirable of graduates and successfully implemented Competency Based Education (CBE) for undergraduate medical students.
To examine the current situation and establish whether assessment methods of the competencies are standardized across MESAU schools as well as establish the challenges, opportunities and lessons learned from the MESAU consortium.
It was a cross-sectional descriptive study involving faculty of the medical schools in Uganda. Data was collected using focus group discussions and document reviews. Findings were presented in form of themes.
Although the MESAU schools have implemented the developed competencies within their curricular, the assessment methods are still not standardized with each institution having its own assessment procedures. Lack of knowledge and skills regarding assessment of the competencies was evident amongst the faculty. The fear for change amongst lecturers was also noted as a major challenge. However, the institutional collaboration created while developing competencies was identified as key strength.
Findings demonstrated that despite having common competencies, there is no standardized assessment blue print applicable to all MESAU schools. Continued collaboration and faculty development in assessment is strongly recommended.
卫生专业教育正逐渐从更为传统的方法转向新的创新培训方式，旨在培养具备应对社区卫生需求所需能力的专业人员。为响应这些新趋势，乌干达医学院校联盟“面向所有乌干达人的公平服务医学教育”（MESAU）制定了毕业生应具备的关键能力，并成功为本科医学生实施了基于能力的教育（CBE）。
考察当前状况，确定MESAU各院校对能力的评估方法是否标准化，并确定从MESAU联盟中吸取的挑战、机遇和经验教训。
这是一项横断面描述性研究，涉及乌干达医学院校的教师。通过焦点小组讨论和文件审查收集数据。研究结果以主题形式呈现。
尽管MESAU各院校已在其课程中实施了所制定的能力要求，但评估方法仍未标准化，每个机构都有自己的评估程序。教师中明显缺乏有关能力评估的知识和技能。讲师们对变革的恐惧也被视为一项重大挑战。然而，在制定能力要求时建立的机构间合作被确定为关键优势。
研究结果表明，尽管有共同的能力要求，但没有适用于所有MESAU院校的标准化评估蓝图。强烈建议继续开展评估方面的合作和教师发展。
