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

Freistadt, Fernanda

Branigan, Erin

Pupp, Chris

Stefanutto, Marzio

Bambo, Carlos

Alexandre, Maria

Pinheiro, Sandro O

Ballweg, Ruth

Dgedge, Martinho

O'Malley, Gabrielle

de Oliveira, Justine Strand

India

2015-10-21T14:25:40Z

2014-09

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.

http://www.ncbi.nlm.nih.gov/pubmed/25758393

EducHealth_2014_27_3_283_152190

1469-5804

https://hdl.handle.net/10161/10761

eng

Medknow

Educ Health (Abingdon)

10.4103/1357-6283.152190

Acquired Immunodeficiency Syndrome

Allied Health Personnel

Clinical Competence

Cost Savings

Curriculum

Decision Making

Humans

International Cooperation

Mozambique

Nurses

Physician Assistants

Physicians

Salaries and Fringe Benefits

Training Support

United States

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

Journal article

http://www.ncbi.nlm.nih.gov/pubmed/25758393

283

288

3

Center for the Study of Aging and Human Development

Clinical Science Departments

Community and Family Medicine

Community and Family Medicine, Physician Assistant Program

Duke

Global Health Institute

Institutes and Centers

Institutes and Provost's Academic Units

Medicine

Medicine, Geriatrics

School of Medicine

University Institutes and Centers

Published

27