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Evaluation of a Competency Based Medical Curriculum in a Sub-Saharan African Medical School

Article scientifique 2022 Anglais

Résumé

Abstract Background 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 assess the alignment of the assessment methods to the competencies. Objective To evaluate the MBChB curriculum for alignment of the assessment methods with the stated competencies. Methods The evaluation adopted a cross-sectional study design in which the MBChB curriculum was evaluated using the 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 measured, 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. Results 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 the 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. Conclusion CBME was successfully implemented at MaKCHS and the faculty interviewed were largely aware of it. All but one of the 59 competencies within the nine domains established were assessed within the MBChB curriculum. Faculty need more training in competency-based assessment to improve the implementation of CBME.

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McKenzie‐White, J., Mubuuke, A., Westergaard, S., Munabi, I., Bollinger, R., Opoka, R., Mbalinda, S., Katete, D., Manabe, Y., Kiguli, S. (2022). Evaluation of a Competency Based Medical Curriculum in a Sub-Saharan African Medical School. https://doi.org/10.21203/rs.3.rs-1706627/v1

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Auteur(s)

Jane McKenzie‐White Aloysius Gonzaga Mubuuke Sara Westergaard Ian G. Munabi Robert C. Bollinger Robert O. Opoka Scovia Nalugo Mbalinda David Katete Yukari C. Manabe Sarah Kiguli

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