Curricular transformation of health professions education in Tanzania: The process at Muhimbili University of Health and Allied Sciences (2008-2011)

被引：31

作者：

Ngassapa, Olipa D. ^{[1
]}

Kaaya, Ephata E. ^{[3
,4
]}

Fyfe, Molly V. ^{[6
]}

Lyamuya, Eligius F. ^{[2
]}

Kakoko, Deodatus C. ^{[7
,8
]}

Kayombo, Edmund J. ^{[9
]}

Kisenge, Rodrick R. ^{[5
]}

Loeser, Helen ^{[10
,16
]}

Mwakigonja, Amos R.

Outwater, Anne H. ^{[11
]}

Martin-Holland, Judy ^{[12
]}

Mwambete, Kennedy D. ^{[1
]}

Kida, Irene ^{[13
]}

Macfarlane, Sarah B. ^{[14
,15
]}

机构：

[1] MUHAS, Sch Pharm, Dar Es Salaam, Tanzania

[2] MUHAS, Sch Med, Dept Microbiol & Immunol, Dar Es Salaam, Tanzania

[3] MUHAS, Acad Learning Project, Dar Es Salaam, Tanzania

[4] MUHAS, MUHAS UCSF Partnership, Dar Es Salaam, Tanzania

[5] MUHAS, Sch Med, Dept Pediat & Child Hlth, Dar Es Salaam, Tanzania

[6] Kings Coll London, Kings Ctr Global Hlth, London WC2R 2LS, England

[7] MUHAS, Sch Publ Hlth & Social Sci, Dept Behav Sci, Dar Es Salaam, Tanzania

[8] MUHAS, Hlth Profess Educ Grp, Dar Es Salaam, Tanzania

[9] MUHAS, Inst Tradit Med, Dept Med Bot Plant Breeding & Agron, Dar Es Salaam, Tanzania

[10] Univ Calif San Francisco, Sch Med, San Francisco, CA USA

[11] MUHAS, Sch Nursing, Dept Community Hlth Nursing, Dar Es Salaam, Tanzania

[12] Univ Calif San Francisco, Sch Nursing, San Francisco, CA 94143 USA

[13] MUHAS, Sch Dent, Dept Restorat Dent, Dar Es Salaam, Tanzania

[14] Univ Calif San Francisco, Sch Med & Global Hlth Sci, Acad Learning Project, San Francisco, CA 94143 USA

[15] Univ Calif San Francisco, Sch Med, Dept Epidemiol & Biostat, San Francisco, CA USA

[16] Univ Calif San Francisco, Sch Med, Haile T Debas Acad Med Educators, San Francisco, CA USA

来源：

JOURNAL OF PUBLIC HEALTH POLICY | 2012年 / 33卷

关键词：

Health professions education; curriculum revision; competencies; competency-based education; Tanzania; MEDICAL-EDUCATION; COMPETENCE; STANDARDS; SCHOOL;

D O I：

10.1057/jphp.2012.43

中图分类号：

R19 [保健组织与事业（卫生事业管理）];

学科分类号：

摘要：

Tanzania requires more health professionals equipped to tackle its serious health challenges. When it became an independent university in 2007, Muhimbili University of Health and Allied Sciences (MUHAS) decided to transform its educational offerings to ensure its students practice competently and contribute to improving population health. In 2008, in collaboration with the University of California San Francisco (UCSF), all MUHAS's schools (dentistry, medicine, nursing, pharmacy, and public health and social sciences) and institutes (traditional medicine and allied health sciences) began a university-wide process to revise curricula. Adopting university-wide committee structures, procedures, and a common schedule, MUHAS faculty set out to: (i) identify specific competencies for students to achieve by graduation (in eight domains, six that are interprofessional, hence consistent across schools); (ii) engage stakeholders to understand adequacies and inadequacies of current curricula; and (iii) restructure and revise curricula introducing competencies. The Tanzania Commission for Universities accredited the curricula in September 2011, and faculty started implementation with first-year students in October 2011. We learned that curricular revision of this magnitude requires: a compelling directive for change, designated leadership, resource mobilization inclusion of all stakeholders, clear guiding principles, an iterative plan linking flexible timetables to phases for curriculum development, engagement in skills training for the cultivation of future leaders, and extensive communication. Journal of Public Health Policy (2012) 33, S64-S91. doi:10.1057/jphp.2012.43

引用

页码：S64 / S91

页数：28

共 28 条

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