University of Zimbabwe College of Health Sciences, Avondale, Harare, ZW.
Ann Glob Health. 2018 Apr 30;84(1):183-189. doi: 10.29024/aogh.5.
Major challenges are being experienced in medical education in sub-Saharan African Universities. These include emigration of faculty, infrequent curriculum review, inadequate training in medical education, poor investments in infrastructure and lack of faculty development programs. The USA government committed funding to improve the quality of medical education and research capacity in sub-Saharan Africa through the Medical Education Partnership Initiative (MEPI).
This article describes the implementation of faculty development at the University of Zimbabwe College of Health Sciences (UZCHS), a recipient of a MEPI award.
Data sources included annual surveys and reports of UZCHS MEPI activities, exit evaluation reports of faculty development workshops; results of a survey conducted in 2015 at the end of the MEPI grant. Questionnaires were developed based on the MEPI Zimbabwe evaluation plan and logic model. Surveys were administered to faculty members, postgraduate and undergraduate students. Qualitative data was collected through in-depth key informer interviews of stakeholder.
Different faculty development activities were implemented such as workshops, exchange visits, visiting professors program, advanced leadership training and curriculum development. The implementation of the activities brought positive developments to the college as confirmed by faculty and students. The majority of faculty interviewed (96%) confirmed that faculty development programs were very helpful in enhancing their expertise and skills. A similar number, i.e. 96%, also reported satisfaction with the training.
We have described how the implementation of faculty development programs at the UZCHS contributed to the improvement of medical education at the College. The short term and long-term benefits of faculty development have been analyzed. Various forms of faculty development programs were described. Limitations of this analysis were the inability to collect data on students' performance and the demonstration of changes in teaching performance.
撒哈拉以南非洲大学的医学教育面临重大挑战。这些挑战包括师资外流、课程审查不频繁、医学教育培训不足、基础设施投资不足以及缺乏师资发展计划。美国政府通过医学教育伙伴关系倡议（MEPI）承诺提供资金，以提高撒哈拉以南非洲的医学教育质量和研究能力。
本文描述了津巴布韦大学健康科学学院（UZCHS）实施教师发展的情况，该学院是 MEPI 奖的获得者。
数据来源包括 UZCHS MEPI 活动的年度调查和报告、教师发展研讨会的结业评估报告；MEPI 赠款结束时于 2015 年进行的一项调查的结果。调查问卷是根据 MEPI 津巴布韦评估计划和逻辑模型制定的。调查对象为教师、研究生和本科生。通过对利益相关者的深入关键信息者访谈收集定性数据。
实施了不同的教师发展活动，如研讨会、交流访问、客座教授计划、高级领导力培训和课程开发。这些活动的实施为学院带来了积极的发展，这一点得到了教师和学生的证实。接受采访的教师中，大多数（96%）证实教师发展计划非常有助于提高他们的专业知识和技能。同样数量的教师（96%）也报告对培训感到满意。
我们描述了 UZCHS 实施教师发展计划如何有助于改善学院的医学教育。分析了教师发展的短期和长期效益。描述了各种形式的教师发展计划。本分析的局限性在于无法收集学生表现的数据以及无法证明教学表现的变化。
