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Teaching and educational scholarship in Tanzania: Faculty initiative to improve performance of health professions' students

Research output: Contribution to journalArticle

Charles A. Mkony, Patricia S. O'Sullivan, Sirra S. Owibingire, Molly V. Fyfe, Selma Omer, Phyllis Freeman, Abel Makubi, Doreen A. Mloka, Carmen J. Portillo, Germana H. Leyna, Edith Tarimo, Ephata E. Kaaya, Sarah B. Macfarlane

Original languageEnglish
Pages (from-to)S150-S170
Number of pages21
JournalJournal of Public Health Policy
Volume33
DOIs
Publication statusPublished - Dec 2012

King's Authors

Abstract

Well-educated and competent health professionals influence the health system in which they work to improve health outcomes, through clinical care and community interventions, and by raising standards of practice and supervision. To prepare these individuals, training institutions must ensure that their faculty members, who design and deliver education, are effective teachers. We describe the experience of the Muhimbili University of Health and Allied Sciences (MUHAS) in encouraging improvements in the teaching capacity of its faculty and postgraduate students triggered by a major institutional transition to competency-based education. We employed a multi-stage process that started by identifying the teaching and learning needs and challenges of MUHAS students and faculty. Collaborating with the University of California San Francisco (UCSF), MUHAS responded to these needs by introducing faculty to competency-based curricula and later to strategies for long term continuing improvement. We demonstrate that teaching faculty members are keen for local institutional support to enable them to enhance their skills as educators, and that they have been able to sustain a program of faculty development for their peers.

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