Tsinuel Girma, Tsedeke Asaminew, Matthias Siebeck, Fischer Martin R, Jacobs Fabian, Sebsibe Desalegn, Yoseph Mamo, Abraham Haileamlak
College of Health Science, Jimma University; Jimma, Ethiopia.
Department of Ophthalmology, Coordinator of Health Sciences and Medical Education Development Center, College Health Science, Jimma University; Jimma, Ethiopia.
Ethiop J Health Sci. 2016 May;26(3):277-84. doi: 10.4314/ejhs.v26i3.10.
One urgent goal of countries in sub-Saharan Africa is to dynamically scale up the education and work force of medical doctors in the training institutions and health facilities, respectively. These countries face challenges related to the rapid scale up which is mostly done without proper strategic planning, without the basic elements of infrastructure development, educational as well as academic and administrative human resources. Medical education done in the context of limited resources is thus compromising the quality of graduates. In the future, a collaborative and need-based approach involving major stakeholders such as medical educators concerned, ministries, planners and policy makers is needed.
This article identifies the challenges of establishing medical schools and sustaining the quality of education through rapid scale-up in Sub-Saharan Africa in the settings of limited resources. It also outlines the minimum requirements for establishing medical schools.
A consensus building workshop was conducted in Bishoftu, Ethiopia, from Nov 8-12, 2013. Participants were professionals from 13 Ethiopian medical schools, and representatives of medical schools from South Sudan, Somaliland, Somalia, and Mozambique. Participants are listed in Appendix 1.
The governments and stakeholders should jointly develop strategic plans and a roadmaps for opening or expanding medical schools to scale up educational resources. It is advisable that medical schools have autonomy regarding the number of student-intake, student selection, curriculum ownership, resource allocation including for infrastructure and staff development. Health science and medical curricula should be integrated within and harmonized nationally. An educational evaluation framework needs to be embedded in the curricula, and all medical schools should have Health Science Education Development Centers.
撒哈拉以南非洲国家的一个紧迫目标是，分别在培训机构和卫生机构大力扩大医学博士的教育规模和劳动力规模。这些国家在快速扩大规模方面面临挑战，这一过程大多在没有适当战略规划、缺乏基础设施发展、教育以及学术和行政人力资源等基本要素的情况下进行。因此，在资源有限的情况下开展医学教育正在损害毕业生的质量。未来，需要一种涉及相关医学教育工作者、部委、规划人员和政策制定者等主要利益攸关方的协作且基于需求的方法。
本文确定了在资源有限的情况下，撒哈拉以南非洲通过快速扩大规模建立医学院校并维持教育质量所面临的挑战。它还概述了建立医学院校的最低要求。
2013年11月8日至12日在埃塞俄比亚的比绍夫图举办了一次共识达成研讨会。参与者是来自埃塞俄比亚13所医学院校的专业人员，以及来自南苏丹、索马里兰、索马里和莫桑比克医学院校的代表。参与者名单列于附录1。
政府和利益攸关方应共同制定开设或扩大医学院校以扩大教育资源的战略计划和路线图。医学院校在招生人数、学生选拔、课程自主权、包括基础设施和人员发展在内的资源分配方面拥有自主权是可取的。健康科学和医学课程应在国内进行整合与协调。课程中应纳入教育评估框架，并且所有医学院校都应设有健康科学教育发展中心。
