Medical Core Curriculum & the Delivery ry Mode (ZAMBIAN - - PowerPoint PPT Presentation

Medical Core Curriculum & the Delivery ry Mode

(ZAMBIAN PERSPECTIVE)

Prof. . Sekelani i S. . Banda

MB

B Ch ChB, MSc, MMEd, PhD, FAcadMEd

Fellow Fellow Fellow International Fellowships in Medical Education (IFME) Senior Advisor to the President

Presentation Outline

• 1. Definitions.
• 2. Current Situation in Zambia and the Region.
• 3. Critique of Practices in Africa & Internationally.
• 4. Core Curriculum & Delivery Recommendations.
• 5. Bibliography.

Medical Core Curriculum & th the Delivery ry Mode

Definition: Curriculum

An educational plan that spells out the goals and

• bjectives that should be

achieved, which topics should be covered, and which methods are to be used for learning, teaching and assessment.

The Delivery Mode

Current Sit ituation in in Zambia

• 1. Entry Criteria : A 'Level + 5 O’ Levels

with credit, including English, Maths, and Science;

• 2. Duration: MB ChB at least 5 years

(excluding A Levels) = 200 weeks (40 weeks/year), 20 hrs/week;

• 3. Curriculum Design (Delivery Mode):

Traditional Innovative Hybrid

Medical Sc School Accreditation St Standards in in Z Zambia

Minimum Process Standards

• 1. Mission & Objectives;
• 2. Educational Programme;
• 3. Assessment of Students;
• 4. Students;
• 5. Academic Faculty;
• 6. Educational Resources;
• 7. Programme Evaluation;
• 8. Governance & Administration;
• 9. Continuous Renewal.

World Federation for Medical Education (WFME)

Min inim imum Core Curric iculu lum Requir irements in in Zambia

Core Curriculum Outcomes

Outcome 1: Biomedical, Behavioural, & Scientific Process Knowledge; Outcome 2: Clinical Practice Competence; Outcome 3: Professionalism & Ethics; Outcome 4: Admin, Management & Health Systems.

Licensure Examinations Introduced in 2018: Competence & Fitness for Purpose

Crit itiq ique of Medic ical l Education Practic ices in in Afric ica & In Internationall lly

Traditional Practices

• Traditional model persists with attendant

negative pedagogical traits – F.L.O.P.P.Y (next slide)

• Standard setting for pass/fail criteria still

Arbitrary.

• Regulators too prescriptive

(standardization craze).

• Pedagogy is neglected: Facilitating

learning, assessment, curricula design, educational leadership!

Pedagogy is Neglected!

Negative Pedagogical Traits - FLOPPY

Traditional Practices

• Faculty centred
• Low-order Intellectual demand
• Opportunistic
• Poor Integration
• Poor Relevance.
• Years of tradition not evidence.

Educational Criticism

Core Curric iculum & Deliv livery ry Recommendations

Recommendation

Institutional Policies & Legislation

• 1. Develop national & regional Reference Documents for

Undergraduate, Postgraduate Education & Training & CPD Guidelines. Innovation and Creativity

• 2. Create Frameworks for Quality Assurance that support

innovation & creativity. Avoid being prescriptive. Setting Standards

• 3. Process Standards – Recognition & Accreditation

Procedures

• 4. Outcome/Competence Standards – Licensure

Examinations

• 5. Faculty Standards – Development of Educational Skills.

Bib ibliography

• Banda, S.S. (2016). Standard Setting as a Catalyst for Quality in Health Professions Education: A

Conceptual Approach. Afr J Health Professions Educ 2016; 8 (1): 9-10. DOI:10.7196/AJHPE.2016.v8i1.712.

• Kiguli-Malwadde, E., Talib, Z., Wholtjen, H., Connors, S., Gandari, J., Banda, S.S, Maggio, L., and

Van Schalkwyk, S. (2015). Medical education departments: A study of four medical schools in Sub- Saharan Africa. BMC Medical Education (15: 109 DOI. 10.1186/s12909-015-0398-y. URL: http//www.biomedcentral.com/1472-6920/15/109.

• Norcini, J.J, and Banda, S.S. (2011). Increasing the Quality and Capacity of Education: The

Challenge for the 21st Century. Medical Education, 45:81-86. Doi:10.1111/j.1365-2923- 2010.03738.x.

• Basic Medical Education WFME Global Standards for Quality Improvement World Federation for

Medical Education –WFME (2003).

• Bransford, J; Brown, A; Cocking, R (Editors) (2000). How People Learn: Brain, Mind, Experience,

and School. National Research Council; National Academy Press, Washington DC. ISBN 0-309- 07036-8.