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A framework for revising preservice curriculum for nonphysician clinicians: The mozambique experience.

dc.contributor.author Alexandre, M
dc.contributor.author Ballweg, R
dc.contributor.author Bambo, C
dc.contributor.author Branigan, E
dc.contributor.author de Oliveira, JS
dc.contributor.author Dgedge, M
dc.contributor.author Freistadt, F
dc.contributor.author O'Malley, G
dc.contributor.author Pinheiro, Sandro O
dc.contributor.author Pupp, C
dc.contributor.author Stefanutto, M
dc.coverage.spatial India
dc.date.accessioned 2015-10-21T14:25:40Z
dc.date.issued 2014-09
dc.identifier http://www.ncbi.nlm.nih.gov/pubmed/25758393
dc.identifier EducHealth_2014_27_3_283_152190
dc.identifier.uri https://hdl.handle.net/10161/10761
dc.description.abstract Mozambique, with approximately 0.4 physicians and 4.1 nurses per 10,000 people, has one of the lowest ratios of health care providers to population in the world. To rapidly scale up health care coverage, the Mozambique Ministry of Health has pushed for greater investment in training nonphysician clinicians, Tιcnicos de Medicina (TM). Based on identified gaps in TM clinical performance, the Ministry of Health requested technical assistance from the International Training and Education Center for Health (I-TECH) to revise the two-and-a-half-year preservice curriculum. A six-step process was used to revise the curriculum: (i) Conducting a task analysis, (ii) defining a new curriculum approach and selecting an integrated model of subject and competency-based education, (iii) revising and restructuring the 30-month course schedule to emphasize clinical skills, (iv) developing a detailed syllabus for each course, (v) developing content for each lesson, and (vi) evaluating implementation and integrating feedback for ongoing improvement. In May 2010, the Mozambique Minister of Health approved the revised curriculum, which is currently being implemented in 10 training institutions around the country. Key lessons learned: (i) Detailed assessment of training institutions' strengths and weaknesses should inform curriculum revision. (ii) Establishing a Technical Working Group with respected and motivated clinicians is key to promoting local buy-in and ownership. (iii) Providing ready-to-use didactic material helps to address some challenges commonly found in resource-limited settings. (iv) Comprehensive curriculum revision is an important first step toward improving the quality of training provided to health care providers in developing countries. Other aspects of implementation at training institutions and health care facilities must also be addressed to ensure that providers are adequately trained and equipped to provide quality health care services. This approach to curriculum revision and implementation teaches several key lessons, which may be applicable to preservice training programs in other less developed countries.
dc.language eng
dc.relation.ispartof Educ Health (Abingdon)
dc.relation.isversionof 10.4103/1357-6283.152190
dc.subject Acquired Immunodeficiency Syndrome
dc.subject Allied Health Personnel
dc.subject Clinical Competence
dc.subject Cost Savings
dc.subject Curriculum
dc.subject Decision Making
dc.subject Humans
dc.subject International Cooperation
dc.subject Mozambique
dc.subject Nurses
dc.subject Physician Assistants
dc.subject Physicians
dc.subject Salaries and Fringe Benefits
dc.subject Training Support
dc.subject United States
dc.title A framework for revising preservice curriculum for nonphysician clinicians: The mozambique experience.
dc.type Journal article
pubs.author-url http://www.ncbi.nlm.nih.gov/pubmed/25758393
pubs.begin-page 283
pubs.end-page 288
pubs.issue 3
pubs.organisational-group Center for the Study of Aging and Human Development
pubs.organisational-group Clinical Science Departments
pubs.organisational-group Community and Family Medicine
pubs.organisational-group Community and Family Medicine, Physician Assistant Program
pubs.organisational-group Duke
pubs.organisational-group Global Health Institute
pubs.organisational-group Institutes and Centers
pubs.organisational-group Institutes and Provost's Academic Units
pubs.organisational-group Medicine
pubs.organisational-group Medicine, Geriatrics
pubs.organisational-group School of Medicine
pubs.organisational-group University Institutes and Centers
pubs.publication-status Published
pubs.volume 27
dc.identifier.eissn 1469-5804


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