Division of Infectious Diseases, School of Medicine, Johns Hopkins, Baltimore, USA.
College of Health Sciences, Makerere University, P.O. Box 7072, Kampala, Uganda.
BMC Med Educ. 2022 Oct 14;22(1):724. doi: 10.1186/s12909-022-03781-1.
Medical schools in Sub-Saharan Africa have adopted competency based medical education (CBME) to improve the quality of graduates trained. In 2015, Makerere University College of Health Sciences (MaKCHS) implemented CBME for the Bachelor of Medicine and Bachelor of Surgery (MBChB) programme in order to produce doctors with the required attributes to address community health needs. However, no formal evaluation of the curriculum has been conducted to determine whether all established competencies are being assessed.
To evaluate whether assessment methods within the MBChB curriculum address the stated competencies.
The evaluation adopted a cross-sectional study design in which the MBChB curriculum was evaluated using an Essential Course Evidence Form (ECEF) that was developed to collect information about each assessment used for each course. Information was collected on: (1) Assessment title, (2) Description, (3) Competency domain (4) Sub-competency addressed, (5) Student instructions, and (6) Grading method/details. Data were entered into a structured Access data base. In addition, face-to-face interviews were conducted with faculty course coordinators.
The MBChB curriculum consisted of 62 courses over 5 years, focusing on preclinical skills in years 1-2 and clinical skills in years 3-5. Fifty-nine competencies were identified and aggregated into 9 domains. Fifty-eight competencies were assessed at least one time in the curriculum. Faculty cited limited training in assessment as well as large student numbers as hindrances to designing robust assessments for the competencies.
CBME was successfully implemented evidenced by all but one of the 59 competencies within the nine domains established being assessed within the MBChB curriculum at MaKCHS. Faculty interviewed were largely aware of it, however indicated the need for more training in competency-based assessment to improve the implementation of CBME.
撒哈拉以南非洲的医学院采用以能力为基础的医学教育（CBME）来提高培养的毕业生质量。2015 年，马凯雷雷大学健康科学学院（MaKCHS）为医学学士和外科学士（MBChB）课程实施了 CBME，以培养具有满足社区卫生需求所需属性的医生。然而，尚未对课程进行正式评估，以确定是否正在评估所有既定能力。
评估 MBChB 课程中的评估方法是否涉及规定的能力。
评估采用了横断面研究设计，使用专门开发的基本课程证据表（ECEF）评估 MBChB 课程，该表用于收集有关每个课程使用的每个评估的信息。信息收集内容包括：（1）评估标题，（2）描述，（3）能力领域，（4）涉及的子能力，（5）学生说明，以及（6）评分方法/详细信息。数据输入到一个结构化的 Access 数据库中。此外，还与教师课程协调员进行了面对面访谈。
MBChB 课程由 5 年的 62 门课程组成，重点是 1-2 年级的临床前技能和 3-5 年级的临床技能。确定了 59 项能力，并将其汇总为 9 个领域。58 项能力在课程中至少评估了一次。教师提到，评估方面的培训有限以及学生人数众多是为能力设计强大评估的障碍。
在 MaKCHS 的 MBChB 课程中，成功实施了 CBME，除了 9 个领域中的 59 项能力中的一项之外，所有能力都在课程中进行了评估。接受采访的教师在很大程度上了解这一点，但表示需要更多的基于能力的评估培训，以提高 CBME 的实施。
