Situational analysis of teaching and learning of medicine and nursing students at Makerere University College of Health Sciences

Sarah Kiguli, Rhona Baingana, Ligia Paina, David Mafigiri, Sara Groves, Godfrey Katende, Elsie Kiguli-Malwadde, Juliet Kiguli, Moses Galukande, Mayega Roy, Robert Bollinger, George Pariyo

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

Background: Makerere University College of Health Sciences (MakCHS) in Uganda is undergoing a major reform to become a more influential force in society. It is important that its medicine and nursing graduates are equipped to best address the priority health needs of the Ugandan population, as outlined in the governments Health Sector Strategic Plan (HSSP). The assessment identifies critical gaps in the core competencies of the MakCHS medicine and nursing and ways to overcome them in order to achieve HSSP goals. Methods. Documents from the Uganda Ministry of Health were reviewed, and medicine and nursing curricula were analyzed. Nineteen key informant interviews (KII) and seven focus group discussions (FGD) with stakeholders were conducted. The data were manually analyzed for emerging themes and sub-themes. The study team subsequently used the checklists to create matrices summarizing the findings from the KIIs, FGDs, and curricula analysis. Validation of findings was done by triangulating information from the different data collection methods. Results: The core competencies that medicine and nursing students are expected to achieve by the end of their education were outlined for both programs. The curricula are in the process of reform towards competency-based education, and on the surface, are well aligned with the strategic needs of the country. But implementation is inadequate, and can be changed:. Learning objectives need to be more applicable to achieving competencies. Learning experiences need to be more relevant for competencies and setting in which students will work after graduation (i.e. not just clinical care in a tertiary care facility). Student evaluation needs to be better designed for assessing these competencies. Conclusion: MakCHS has made a significant attempt to produce relevant, competent nursing and medicine graduates to meet the community needs. Ways to make them more effective though deliberate efforts to apply a competency-based education are possible.

Original languageEnglish
Article numberS3
JournalBMC International Health and Human Rights
Volume11
Issue numberSUPPL. 1
DOIs
Publication statusPublished - 2011

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Nursing Students
Teaching
Medicine
Learning
Competency-Based Education
Health
Nursing
Curriculum
Uganda
Students
Health Priorities
Tertiary Healthcare
Focus Groups
Checklist
Interviews
Education
Population

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health

Cite this

Situational analysis of teaching and learning of medicine and nursing students at Makerere University College of Health Sciences. / Kiguli, Sarah; Baingana, Rhona; Paina, Ligia; Mafigiri, David; Groves, Sara; Katende, Godfrey; Kiguli-Malwadde, Elsie; Kiguli, Juliet; Galukande, Moses; Roy, Mayega; Bollinger, Robert; Pariyo, George.

In: BMC International Health and Human Rights, Vol. 11, No. SUPPL. 1, S3, 2011.

Research output: Contribution to journalArticle

Kiguli, S, Baingana, R, Paina, L, Mafigiri, D, Groves, S, Katende, G, Kiguli-Malwadde, E, Kiguli, J, Galukande, M, Roy, M, Bollinger, R & Pariyo, G 2011, 'Situational analysis of teaching and learning of medicine and nursing students at Makerere University College of Health Sciences', BMC International Health and Human Rights, vol. 11, no. SUPPL. 1, S3. https://doi.org/10.1186/1472-698X-11-S1-S3
Kiguli, Sarah ; Baingana, Rhona ; Paina, Ligia ; Mafigiri, David ; Groves, Sara ; Katende, Godfrey ; Kiguli-Malwadde, Elsie ; Kiguli, Juliet ; Galukande, Moses ; Roy, Mayega ; Bollinger, Robert ; Pariyo, George. / Situational analysis of teaching and learning of medicine and nursing students at Makerere University College of Health Sciences. In: BMC International Health and Human Rights. 2011 ; Vol. 11, No. SUPPL. 1.
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