Department of Anatomy, College of Medicine and Health Sciences, Arba Minch University, Arba Minch, Ethiopia.
Department of Anatomy, School of Medicine, College of Health Sciences, Addis Ababa University, Addis Ababa, Ethiopia.
BMC Med Educ. 2024 Jul 25;24(1):799. doi: 10.1186/s12909-024-05796-2.
Well-designed curriculums are crucial for quality education. This study aimed to assess the implementation status of a harmonized competency-based medical curriculum (CBMC) in Ethiopia, as well as identify the associated challenges and benefits.
A mixed-method approach was used. Data collection took place from September 1, 2023, to October 15, 2023. Eleven medical schools were randomly selected from a list of 28 public medical schools in Ethiopia. Participants were purposively chosen from selected medical schools using a controlled sampling method. A total of 121 participants took part in the survey. Interviews and focus group discussions were conducted with key informants to complement the quantitative findings. Descriptive statistics, such as frequencies and percentages, were used to summarize the quantitative survey responses. Thematic content analysis was used to analyze the qualitative data.
The implementation of a CBMC in Ethiopian public universities faces various challenges and provides opportunities. Around 22% of respondents mentioned that the whole group session (WGS) had never been implemented in their school. Regarding community-based learning (CBL), 64.6% of respondents noted that it was intermittently implemented in their institution. Only 32% of respondents considered students' clinical exposure during preclerkship years to be reasonable. Interestingly, approximately 73% of respondents stated that problem-based learning (PBL) activities were regularly conducted in their school. Around 68% of respondents believed that competency-based assessment methods were moderately utilized. While many participants perceive the curriculum as having positive content alignment and structure with intended learning outcomes, challenges related to practical sessions, resource limitations, and uneven access to training opportunities persist. Resource constraints are a prominent challenge. The opportunities identified include early clinical exposure and enhanced communication skills.
This survey highlights the need for ongoing curriculum evaluation and fine-tuning to ensure its success.
精心设计的课程对于高质量教育至关重要。本研究旨在评估埃塞俄比亚统一以能力为基础的医学课程（CBMC）的实施情况，以及确定相关的挑战和收益。
采用混合方法。数据收集于 2023 年 9 月 1 日至 10 月 15 日进行。从埃塞俄比亚 28 所公立医学院校名单中随机选择了 11 所医学院。采用控制抽样法从选定的医学院校中选择参与者。共有 121 名参与者参加了调查。对关键信息者进行访谈和焦点小组讨论，以补充定量研究结果。使用描述性统计，如频率和百分比，对定量调查结果进行总结。使用主题内容分析对定性数据进行分析。
在埃塞俄比亚公立大学实施 CBMC 面临各种挑战和机遇。约 22%的受访者表示，他们的学校从未实施过全体小组会议（WGS）。关于基于社区的学习（CBL），64.6%的受访者表示，他们的机构间歇性地实施了该学习模式。只有 32%的受访者认为学生在预实习期间的临床接触是合理的。有趣的是，约 73%的受访者表示，他们的学校定期开展基于问题的学习（PBL）活动。约 68%的受访者认为基于能力的评估方法得到了适度的应用。尽管许多参与者认为课程与预期学习成果具有积极的内容一致性和结构，但实践课程、资源限制和培训机会不均等方面的挑战仍然存在。资源限制是一个突出的挑战。确定的机会包括早期临床接触和增强沟通技巧。
这项调查强调了需要不断评估和调整课程，以确保其成功。
