Abstract:Socioeconomic and political instability, failure to rapidly overcome the inertia for change by substituting the old curriculum with a more problem, system and student-based one and redefining the goals of medical education are some of the issues of concern for Africa, and its ability to keep up in the dynamic world of medical education. There are only few faculty and school managers with effective medical education backgrounds to initiate, evaluate and sustain these changes. African medical academics, national… Show more
“…[9] Over the years, emphasis and trends in planning and design of the medical curriculum and pedagogical methods in medical education have shifted, from traditional passive (teacher-centred) learning, characterised by the accumulation of non-integrated volumes of knowledge, to an active (self-directed/student-centred), systematic approach. [10][11][12][13] Though Nigeria is the most populous nation in Africa and has four generations of medical schools, not much has changed in the blueprint of the medical education curriculum since the inception of the first medical school in 1948. [5] There has not been any systematic training pathway for medical educators; nor has there been significant curriculum review or planning.…”
Section: Medical Curricula and Pedagogical Methods Of Medical Educatimentioning
“…[9] Over the years, emphasis and trends in planning and design of the medical curriculum and pedagogical methods in medical education have shifted, from traditional passive (teacher-centred) learning, characterised by the accumulation of non-integrated volumes of knowledge, to an active (self-directed/student-centred), systematic approach. [10][11][12][13] Though Nigeria is the most populous nation in Africa and has four generations of medical schools, not much has changed in the blueprint of the medical education curriculum since the inception of the first medical school in 1948. [5] There has not been any systematic training pathway for medical educators; nor has there been significant curriculum review or planning.…”
Section: Medical Curricula and Pedagogical Methods Of Medical Educatimentioning
“…Sustainable Impact: We believe that education and improvement are some of the most valuable ways to promote a lasting and sustainable positive impact on the health of our partner's communities. 12 The content of the initial course was based on discussions with our Tanzanian colleagues. The content for subsequent courses has been based on learning needs identified by participants from the previous conference.…”
Background: Education is a universal need in health care and a tool for quality improvement. We developed a two-day medical education conference in Iringa, Tanzania, that has now evolved to teach the basics of quality improvement to an inter-professional audience from the 28 hospitals in the southern zone of the Tanzania Christian Social Services Commission (CSSC).
“…This reform in medical practice is thus motivated by the breakdown of traditional roles and responsibilities within the healthcare system [12], increasing trends towards mobility [13] and more complex patient needs. These motivators for change have emphasised a new reality for healthcare systems bounded by a skilled healthcare workforce [14].…”
Section: A Core Syllabus For Postgraduate Training In Respiratory Phymentioning
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