- A-Z Publications
- African Journal of Health Professions Education
- Previous Issues
- Volume 3, Issue 2, 2011
African Journal of Health Professions Education - Volume 3, Issue 2, 2011
Volume 3, Issue 2, 2011
Author Marietjie De VilliersSource: African Journal of Health Professions Education 3 (2011)More Less
Skilling up medical laboratory technologists for higher roles in biomedical sciences : a needs analysisAuthor Christian C. EzealaSource: African Journal of Health Professions Education 3, pp 3 –5 (2011)More Less
Introduction: Uganda is in short supply of biomedical scientists with competencies in research and professional services. To date the educational system for medical laboratory technologists in Uganda has produced many technologists with diplomas that do not qualify them for entry into postgraduate education. One potential way to address the problem is to offer medical laboratory technologists, who have a diploma, further training to bridge the gap between the diploma qualification and a higher qualification such as a Master's degree. We would like to propose the development of a postgraduate diploma programme in medical laboratory sciences that will form a link between the diploma and a Master's degree programme.
Methods: To develop a curriculum that will address this need, a nationwide needs assessment was conducted to determine stakeholders' recognition of the need for the programme and the preferred modes of programme delivery. National stakeholders were identified and prioritised and a questionnaire was developed and piloted. The questionnaires were distributed to the stakeholders in Makerere University, Mbarara University of Science and Technology, and Kampala International University. Data were analysed using qualitative and quantitative methods.
Results: A response rate of 83% was recorded; 96% agreed that the programme was needed, and 93% wanted it developed immediately. Reasons given for this need included scaling up of manpower, production of better-qualified scientists, more opportunities for medical laboratory scientists, technological development, and improving health care services.
Conclusion: This study has demonstrated the need for further training of medical laboratory technologists in Uganda. This will address the manpower shortages in biomedical sciences and empower the technologists to become biomedical scientists.
Author E. ArcherSource: African Journal of Health Professions Education 3, pp 6 –8 (2011)More Less
Objectives: The Faculty of Health Sciences, Stellenbosch University, has undergraduate programmes for several disciplines; these programmes need clinical supervisors to teach their students in the clinical settings. The faculty does not have the resources to present different clinical supervision courses for each discipline; therefore a short course with an interprofessional focus was designed.
Design: A qualitative study was done to determine the strengths and weaknesses of the course in order to re-curriculate as deemed necessary. Semi-structured individual interviews were held with 10 (n=18) course participants as well as the tutors involved in the development of the course. Ethical approval was obtained. Participation was voluntary and anonymity was guaranteed. The recorded and transcribed data were analysed.
Setting: The health professionals acting as supervisors may be the experts in their fields, but they do not always have the necessary teaching skills. The Centre for Health Sciences Education (CHSE) at the faculty has developed a generic short course in undergraduate clinical supervision to address the above issue.
Results and conclusion: The data were used to inform restructuring of the short course for the following year. The impact of this short course on clinical supervisors was that their interaction with students in the clinical setting improved. There was unanimous support for extending the short course to all clinical supervisors. The lecturers involved in developing the course were positive about the interprofessional cooperation among colleagues and students. They emphasised that the Faculty of Health Sciences has an obligation to provide opportunities for clinical supervisors to improve their skills to supervise students.
The needs of biomedical science training in Africa : perspectives from the experience of young scientistsSource: African Journal of Health Professions Education 3, pp 9 –12 (2011)More Less
Biomedical research is a powerful tool for solving health challenges in developing regions. The present study is aimed at describing the needs of biomedical science training in Africa from the experience of young African scientists at home and in the diaspora. A total of 107 young scientists were recruited through existing international networks and interviewed via a web-based program, on the current status of biomedical research in their different institutions, as well as the major obstacles faced and their aspirations. This survey revealed that although considerable efforts have been made in strengthening research capacity in Africa, much remains to be done. Biomedical research in Africa is seriously hindered by obstacles such as lack of infrastructure, expertise, energy supply, institutional support and financial support from governments. We encourage applied research and public-private partnership to foster implementation of research findings into goods and services for public benefit.
One-on-one consultation on protocol development and statistics analysis in health sciences postgraduate students : short reportAuthor Elena N. LibhaberSource: African Journal of Health Professions Education 3, pp 13 –14 (2011)More Less
According to publications in the UK and USA there is a lack or limitation in the knowledge of research methodology, statistics, and critical appraisal skills of medical literature evaluation among registrars and clinicians. As a consequence, utilisation of biostatistical consultation services became necessary and is provided in the most prestigious academic hospitals and medical schools of the world. In South Africa (SA) as a result of rules changes by the Health Professional Council of SA (HPCSA) to become a specialist, a compulsory qualification in research was added. Therefore courses in research methodology, applied statistics and scientific writing were implemented since 2007 at the University of the Witwatersrand and from 2009 biostatistical consultations were conducted.
Perceptions of female medical students on gender equality gains at a local university : short reportSource: African Journal of Health Professions Education 3, pp 15 –16 (2011)More Less
Gender bias has been entrenched in healthcare education, research and clinical practice. In a review paper addressing gender bias in medicine, Wong stresses why this should receive attention when medical curricula are constructed. He highlights that gender inequities are still apparent in health, as much of the current medical knowledge is based on the 'male norm'. This bias within healthcare and the medical educational system has been reiterated by many within and outside of the profession. A recent study done in the United States found that simply increasing the number of female students recruited for health education has not eliminated either gender bias present in the curriculum or the discrimination against women whilst participating in medical education.
Southern African FAIMER Regional Institute (SAFRI) Poster Day, Cape Town, March 2011 and SA Association of Health Educationalists (SAAHE) Conference, Johannesburg, July 2010 : abstractsSource: African Journal of Health Professions Education 3, pp 17 –19 (2011)More Less