Strengthening Educational Capacity through Context-Relevant Curriculum Design and Evaluation

Abstract

There is an acute shortage of health-care workers in Sudan. The Academy of Health Sciences was created to prepare health-care professionals in order to restore and ultimately maintain the requisite skills-mix. This necessitates transformative education using a context-relevant curricula. A context-relevant curriculum is one that is feasible, consistent with the mission of the educational institution, and responsive to the communities of interest. This article describes a partnership to strengthen the local capacity of health workforce educators. The article describes one of a series of faculty development workshops, with this first aimed at the skills to develop and evaluate context-relevant curricula using community midwifery curriculum as exemplar.

Culture in English Language Teaching: A curricular evaluation of English textbooks for foreign language learners

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Clinical placement models for undergraduate health professions students: a scoping review

“…Individualised feedback cements the assimilation and construction of new knowledge, especially in a complex clinical environment. However, individualised feedback opportunities may not always be possible in many health settings, especially in low- and middle-income countries that face shortages of the health workforce and educators against increased student numbers [ 69 ].…”

Enhancing Teaching Skills Through Short Courses: A Quantitative Review of Public Health Education in Sudan

“…AHS is a training institution established by the Ministry of Health to train nurses, midwives, and other allied health professionals throughout the country, while the CPD focuses on providing professional development for practicing health care workers to refresh and improve their skills. SPHTI aims to build the capacity of health science teachers by availing appropriate training and health learning materials based on the local context, and supporting local health professional training institutions to adopt innovative learning approaches [4]. Accordingly, fourteen short courses on "learning and teaching" were designed and delivered to 310 participants for all the eight SPHTI target States, namely Northern State, River Nile, Gazeira, Sennar, White Nile, North Kordofan, West Kordofan, and South Kordofan (Figure 1).…”