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

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Curricular transformation of health professions education in Tanzania : The process at Muhimbili University of Health and Allied Sciences (2008-2011). / Ngassapa, Olipa D.; Kaaya, Ephata E.; Fyfe, Molly V.; Lyamuya, Eligius F.; Kakoko, Deodatus C.; Kayombo, Edmund J.; Kisenge, Rodrick R.; Loeser, Helen; Mwakigonja, Amos R.; Outwater, Anne H.; Martin-Holland, Judy; Mwambete, Kennedy D.; Kida, Irene; Macfarlane, Sarah B.

In: Journal of Public Health Policy, Vol. 33, 12.2012, p. S64-S91.

Research output: Contribution to journalArticle

Harvard

Ngassapa, OD, Kaaya, EE, Fyfe, MV, Lyamuya, EF, Kakoko, DC, Kayombo, EJ, Kisenge, RR, Loeser, H, Mwakigonja, AR, Outwater, AH, Martin-Holland, J, Mwambete, KD, Kida, I & Macfarlane, SB 2012, 'Curricular transformation of health professions education in Tanzania: The process at Muhimbili University of Health and Allied Sciences (2008-2011)', Journal of Public Health Policy, vol. 33, pp. S64-S91. https://doi.org/10.1057/jphp.2012.43

APA

Ngassapa, O. D., Kaaya, E. E., Fyfe, M. V., Lyamuya, E. F., Kakoko, D. C., Kayombo, E. J., Kisenge, R. R., Loeser, H., Mwakigonja, A. R., Outwater, A. H., Martin-Holland, J., Mwambete, K. D., Kida, I., & Macfarlane, S. B. (2012). Curricular transformation of health professions education in Tanzania: The process at Muhimbili University of Health and Allied Sciences (2008-2011). Journal of Public Health Policy, 33, S64-S91. https://doi.org/10.1057/jphp.2012.43

Vancouver

Ngassapa OD, Kaaya EE, Fyfe MV, Lyamuya EF, Kakoko DC, Kayombo EJ et al. Curricular transformation of health professions education in Tanzania: The process at Muhimbili University of Health and Allied Sciences (2008-2011). Journal of Public Health Policy. 2012 Dec;33:S64-S91. https://doi.org/10.1057/jphp.2012.43

Author

Ngassapa, Olipa D. ; Kaaya, Ephata E. ; Fyfe, Molly V. ; Lyamuya, Eligius F. ; Kakoko, Deodatus C. ; Kayombo, Edmund J. ; Kisenge, Rodrick R. ; Loeser, Helen ; Mwakigonja, Amos R. ; Outwater, Anne H. ; Martin-Holland, Judy ; Mwambete, Kennedy D. ; Kida, Irene ; Macfarlane, Sarah B. / Curricular transformation of health professions education in Tanzania : The process at Muhimbili University of Health and Allied Sciences (2008-2011). In: Journal of Public Health Policy. 2012 ; Vol. 33. pp. S64-S91.

Bibtex Download

@article{d151bee4ad6b4dcba2246afe9941af38,
title = "Curricular transformation of health professions education in Tanzania: The process at Muhimbili University of Health and Allied Sciences (2008-2011)",
abstract = "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.",
keywords = "Health professions education, curriculum revision, competencies, competency-based education, Tanzania, MEDICAL-EDUCATION, COMPETENCE, STANDARDS, SCHOOL",
author = "Ngassapa, {Olipa D.} and Kaaya, {Ephata E.} and Fyfe, {Molly V.} and Lyamuya, {Eligius F.} and Kakoko, {Deodatus C.} and Kayombo, {Edmund J.} and Kisenge, {Rodrick R.} and Helen Loeser and Mwakigonja, {Amos R.} and Outwater, {Anne H.} and Judy Martin-Holland and Mwambete, {Kennedy D.} and Irene Kida and Macfarlane, {Sarah B.}",
year = "2012",
month = dec,
doi = "10.1057/jphp.2012.43",
language = "English",
volume = "33",
pages = "S64--S91",
journal = "Journal of Public Health Policy",
issn = "0197-5897",
publisher = "Palgrave Macmillan Ltd.",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - Curricular transformation of health professions education in Tanzania

T2 - The process at Muhimbili University of Health and Allied Sciences (2008-2011)

AU - Ngassapa, Olipa D.

AU - Kaaya, Ephata E.

AU - Fyfe, Molly V.

AU - Lyamuya, Eligius F.

AU - Kakoko, Deodatus C.

AU - Kayombo, Edmund J.

AU - Kisenge, Rodrick R.

AU - Loeser, Helen

AU - Mwakigonja, Amos R.

AU - Outwater, Anne H.

AU - Martin-Holland, Judy

AU - Mwambete, Kennedy D.

AU - Kida, Irene

AU - Macfarlane, Sarah B.

PY - 2012/12

Y1 - 2012/12

N2 - 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.

AB - 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.

KW - Health professions education

KW - curriculum revision

KW - competencies

KW - competency-based education

KW - Tanzania

KW - MEDICAL-EDUCATION

KW - COMPETENCE

KW - STANDARDS

KW - SCHOOL

U2 - 10.1057/jphp.2012.43

DO - 10.1057/jphp.2012.43

M3 - Article

VL - 33

SP - S64-S91

JO - Journal of Public Health Policy

JF - Journal of Public Health Policy

SN - 0197-5897

ER -

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