ArticleBMC medical education2022
Evaluation of a competency based medical curriculum in a Sub-Saharan African medical school.
Article in BMC medical education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
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Who cites it
13 citing papers in PubMed.
- Beyond compliance: evaluating AfriMEDS competencies in South African medical education.Advances in health sciences education : theory and practice · 2026Article
- Twelve Tips for Implementing Competency-Based Medical Education (CBME) in Resource-Limited Educational Settings.Advances in medical education and practice · 2026Article
- CBE and the Missing 'E': Making Competency-Based Education an Equitable Framework for Global Health Professions Education.Perspectives on medical education · 2026Article
- CORE-HPE Reporting Guidelines: Standardizing Reporting for Competency-Based Health Professions Education Outcomes Research.Perspectives on medical education · 2026Article
- Glocalizing AfriMEDS: a decolonial, Ubuntu-grounded roadmap for operationalizing global competency standards in African medical education.Frontiers in medicine · 2026Article
- Adapting Canada's CBME Model in Kuwait: Challenges, Strategies, and Lessons Learned in Postgraduate Medical Education.Journal of graduate medical education · 2025Article
- Perceptions and experiences of undergraduate medical students regarding social accountability: a cross-sectional study at a Subsaharan African medical school.BMC medical education · 2024Article
- Assessment approaches in undergraduate health professions education: towards the development of feasible assessment approaches for low-resource settings.BMC medical education · 2024Review
- From obese to lean curriculum: exploring students' experiences about developing competencies in medical education.Frontiers in medicine · 2024Article
- Competence By Design: a transformational national model of time-variable competency-based postgraduate medical education.Perspectives on medical education · 2024Article
- Perceptions and Experiences of Undergraduate Medical Students Regarding Social Accountability: a Cross-sectional Study at a Subsaharan African Medical School.Research square · 2023Article
- Reimagining global mental health in Africa.BMJ global health · 2023Review
- Comparing in-person, blended and virtual training interventions; a real-world evaluation of HIV capacity building programs in 16 countries in sub-Saharan Africa.PLOS global public health · 2023Article
Corrections and comments
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Authors and funding
10 authors.
Funding
Abstract
backgroundMedical schools in Sub-Saharan Africa have adopted competency based medical education (CBME) to improve the quality of graduates trained. In 2015, Makerere University College of Health Sciences (MaKCHS) implemented CBME for the Bachelor of Medicine and Bachelor of Surgery (MBChB) programme in order to produce doctors with the required attributes to address community health needs. However, no formal evaluation of the curriculum has been conducted to determine whether all established competencies are being assessed.
objectiveTo evaluate whether assessment methods within the MBChB curriculum address the stated competencies.
methodsThe evaluation adopted a cross-sectional study design in which the MBChB curriculum was evaluated using an Essential Course Evidence Form (ECEF) that was developed to collect information about each assessment used for each course. Information was collected on: (1) Assessment title, (2) Description, (3) Competency domain (4) Sub-competency addressed, (5) Student instructions, and (6) Grading method/details. Data were entered into a structured Access data base. In addition, face-to-face interviews were conducted with faculty course coordinators.
resultsThe MBChB curriculum consisted of 62 courses over 5 years, focusing on preclinical skills in years 1-2 and clinical skills in years 3-5. Fifty-nine competencies were identified and aggregated into 9 domains. Fifty-eight competencies were assessed at least one time in the curriculum. Faculty cited limited training in assessment as well as large student numbers as hindrances to designing robust assessments for the competencies.
conclusionCBME was successfully implemented evidenced by all but one of the 59 competencies within the nine domains established being assessed within the MBChB curriculum at MaKCHS. Faculty interviewed were largely aware of it, however indicated the need for more training in competency-based assessment to improve the implementation of CBME.
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