Evidence map›Paper›PMID 38764788›Full record

ArticleAdvances in medical education and practice2024

Preparing Institutions to Implement Harmonized Medicine and Nursing Curricula Through the Use of Cross-Institutional Faculty Developers.

Doreen Anna Mloka, Francis Sakita, Irene Kida Minja, Haruna Dika, Edith A M Tarimo, Nathanael Sirili, Lillian Teddy Mselle, Rodrick Richard Kisenge, Philip Sasi, Livuka Nsemwa and 8 more

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Article in Advances in medical education and practice, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Harmonising Competency-Based Medical and Dental Curricula in Ghana.Journal of medical education and curricular development
    Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

18 authors.

Doreen Anna MlokaDepartment of Pharmaceutical Microbiology, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania.
Francis SakitaDepartment of Emergency Medicine, Kilimanjaro Christian Medical University College, Moshi, Tanzania.
Irene Kida MinjaDepartment of Restorative Dentistry, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania.
Haruna DikaDepartment of Anatomy, Catholic University of Health and Allied Sciences, Mwanza, Tanzania.
Edith A M TarimoDepartment of Nursing Management, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania.
Nathanael SiriliDepartment of Development Studies, Muhimbili University of Health and Allied Sciences, School of Public Health and Social Sciences, Dar es Salaam, Tanzania.ORCID 0000-0001-5205-624X
Lillian Teddy MselleDepartment of Clinical Nursing, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania.ORCID 0000-0002-6754-4091
Rodrick Richard KisengeDepartment of Pediatrics and Child Health, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania.
Philip SasiDepartment of Pharmacology, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania.
Livuka NsemwaDepartment of Nursing and Midwifery, Catholic University of Health and Allied Sciences, Mwanza, Tanzania.
Delfina R MsangaDepartment of Pediatrics and Child Health, Catholic University of Health and Allied Sciences, Mwanza, Tanzania.
Einoti Yohana MatayanDepartment of Ophthalmology, Kilimanjaro Christian Medical University College, Moshi, Tanzania.
Nicholaus Bartholomeo NgowiDepartment of Surgery, Kilimanjaro Christian Medical University College, Moshi, Tanzania.
Mainen Julius MoshiDepartment of Biological and Preclinical Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania.
John BartlettDepartment of Global Health and Medicine, Duke University, Durham, NC, USA.
Sarah B MacfarlaneDepartment of Global Health Sciences, University of San Francisco California, San Francisco, CA, USA.
Ephata KaayaDepartment of Pathology, Kilimanjaro Christian Medical University College, Moshi, Tanzania.ORCID 0000-0002-3624-7844
Patricia S O'SullivanOffice of Research and Development in Medical Education, University of San Francisco California, San Francisco, CA, USA.

Funding

To Reach the People: Transforming Health Professions Education in Tanzania (THET)R25TW011227 · FIC · MUHIMBILI UNIVERSITY/ ALLIED HLTH SCIS · PI KAAYA, EPHATA E, KWESIGABO, GIDEON PAUL · 2018 to 2022
$3.1M
FIC NIH HHS R25 TW011227
6 · The paper itself

Abstract

Background: Effective implementation of new curricula requires faculty to be knowledgeable about curriculum goals and have the appropriate pedagogical skills to implement the curriculum, even more so if the new curriculum is being deployed at multiple institutions. In this paper, we describe the process of creating a common faculty development program to train cross-institutional faculty developers to support the implementation of national harmonized medicine and nursing curricula. Methods: A five-step approach was used, including a cross-institutional needs assessment survey for faculty development needs, the development of a generic faculty development program, the identification and training of cross-institutional faculty educators, and the implementation of cross-institutional faculty capacity-building workshops. Results: A list of common cross-cutting faculty development needs for teaching and learning was identified from the needs assessment survey and used to develop an accredited, cross-institutional faculty development program for competency-based learning and assessment. A total of 24 cross-institutional faculty developers were identified and trained in 8 core learning and assessment workshops. A total of 18 cross-institutional and 71 institutional workshops were conducted, of which 1292 faculty members and 412 residents were trained, and three cross-institutional educational research projects were implemented. Conclusion: The success attained in this study shows that the use of cross-institutional faculty developers is a viable model and sustainable resource that can be used to support the implementation of harmonized national curricula.

Indexed as

faculty development across institutions

Identifiers

PMID38764788
PMCPMC11102737

What OpenQuestion holds

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LicenceCC BY-NC
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.