scholarly journals Development and Validation of a Competency-Based Education Model Suitable for Undergraduate Human Nutrition and Dietetics Training in Uganda: A Modified Delphi Process

2021 ◽  
Author(s):  
Peterson Kato Kikomeko ◽  
Sophie Ochola ◽  
Archileo N. Kaaya ◽  
Irene Ogada ◽  
Tracy Lukiya Birungi ◽  
...  
Keyword(s):  
Focus Group ◽  
Needs Assessment ◽  
Delphi Process ◽  
Human Nutrition ◽  
Competency Based Education ◽  
Modified Delphi ◽  
Competency Based ◽  
Nutrition And Dietetics ◽  
Competency Domains ◽  
The Given

Abstract Background Competency-based education (CBE) equips health professionals with the requisite competencies for health systems performance. This study aimed to develop and validate a CBE model suitable for teaching Human Nutrition/Human Nutrition and Dietetics (HN/HND) at the undergraduate level in Uganda. Methods The study was undertaken in two main phases, (1) competency needs assessment and (2) model development and content validation. The later had three iterative stages: a needs assessment results validation workshop; an expert focus group discussion to develop a draft CBE model framework; and consensus development-itself undertaken in two modified Delphi rounds to ascertain participant consensus on the relevance and suitability of the competency domains, subdomains, and statements comprised in the developed draft CBE framework for undergraduate HN/HND training in Uganda. In the modified Delphi process, participants indicated the degree to which they agreed or disagreed with each of the given statements on five-point Likert-type items of strongly disagree, disagree, neither agree nor disagree, agree, and strongly agree as well as the level of training they recommended the given competency statement to be learned. The workshop had 31 participants, the focus group eight, while the first and second Delphi rounds had 70 and 55 participants respectively. Results In total, seven competency domains, 24 subdomains, and 190 competency statements were developed. Content analysis and analysis of percentage responses for each competency statement were done with participant consensus set at ≥80%. All the seven domains (100%); 22 (91.7%) of the 24 subdomains; and 153 (87.9%) of the 174 analysed competency statements were evaluated as both relevant and suitable for undergraduate HN/HND training and hence included in the validated CBE model. Conclusion This study evaluated the relevancy and suitability of seven competency domains prevention and management of malnutrition; nutrition in the lifecycle; food security, food safety, agriculture, and livelihoods promotion; ethics and professionalism in nutrition and dietetics; research and data analysis; policy, advocacy, and social and behaviour change communication; and nutrition leadership and management for undergraduate HN/HND training in Uganda. The study recommends translating the developed CBE model into a standard curriculum that can be taught and evaluated.

scholarly journals Development and Validation of a Competency-Based Education Model Suitable for Undergraduate Human Nutrition and Dietetics Training in Uganda: A Modified Delphi Process

2021 ◽  
Author(s):  
Peterson Kato Kikomeko ◽  
Sophie Ochola ◽  
Archileo N. Kaaya ◽  
Irene Ogada ◽  
Tracy Lukiya Birungi ◽  
...  
Keyword(s):  
Focus Group ◽  
Needs Assessment ◽  
Delphi Process ◽  
Human Nutrition ◽  
Competency Based Education ◽  
Modified Delphi ◽  
Competency Based ◽  
Nutrition And Dietetics ◽  
Competency Domains ◽  
The Given

Abstract Background: Competency-based education (CBE) equips health professionals with the requisite competencies for health systems performance. This study aimed to develop and validate a CBE model suitable for teaching Human Nutrition/Human Nutrition and Dietetics (HN/HND) at the undergraduate level in Uganda. Methods: The study was undertaken in two main phases, (1) competency needs assessment and (2) model development and content validation. The later had three iterative stages: a needs assessment results validation workshop; an expert focus group discussion to develop a draft CBE model framework; and consensus development-itself undertaken in two modified Delphi rounds to ascertain participant consensus on the relevance and suitability of the competency domains, subdomains, and statements comprised in the developed draft CBE framework for undergraduate HN/HND training in Uganda. In the modified Delphi process, participants indicated the degree to which they agreed or disagreed with each of the given statements on five-point Likert-type items of strongly disagree, disagree, neither agree nor disagree, agree, and strongly agree as well as the level of training they recommended the given competency statement to be learned. The workshop had 31 participants, the focus group eight, while the first and second Delphi rounds had 70 and 55 participants respectively. Results: In total, seven competency domains, 24 subdomains, and 190 competency statements were developed. Content analysis and analysis of percentage responses for each competency statement were done with participant consensus set at ≥80%. All the seven domains (100%); 22 (91.7%) of the 24 subdomains; and 153 (87.9%) of the 174 analysed competency statements were evaluated as both relevant and suitable for undergraduate HN/HND training and hence included in the validated CBE model. Conclusion: This study evaluated the relevancy and suitability of seven competency domains prevention and management of malnutrition; nutrition in the lifecycle; food security, food safety, agriculture, and livelihoods promotion; ethics and professionalism in nutrition and dietetics; research and data analysis; policy, advocacy, and social and behaviour change communication; and nutrition leadership and management for undergraduate HN/HND training in Uganda. The study recommends translating the developed CBE model into a standard curriculum that can be taught and evaluated.

scholarly journals Stakeholders’ perceptions of the nutrition and dietetics needs and the requisite professional competencies in Uganda: a cross-sectional mixed methods study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Peterson Kato Kikomeko ◽  
Sophie Ochola ◽  
Archileo N. Kaaya ◽  
Irene Ogada ◽  
Tracy Lukiya Birungi ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Academic Staff ◽  
Human Nutrition ◽  
Cross Sectional ◽  
Knowledge And Skills ◽  
Bachelor's Degrees ◽  
Competency Based ◽  
Health Systems Performance ◽  
Nutrition And Dietetics ◽  
Work Done

Abstract Background Effective implementation of nutrition and dietetics interventions necessitates professionals in these fields to possess the requisite competencies for health systems performance. This study explored the stakeholders’ perceptions of the community nutrition and dietetics needs, the nature of work done by graduates of the Bachelor’s degree in Human Nutrition/Human Nutrition and Dietetics (HN/HND), and the competencies required of Nutrition and Dietetics professionals in Uganda. Methods A cross-sectional mixed methods design was used. Respondents included 132 graduates of the Bachelor’s degrees in HN/HND obtained from the Makerere and Kyambogo Universities in 2005–2016; 14 academic staff that train HN/HND in the two universities; and 11 HN/HND work/internship supervisors. Data from the graduates was collected through an email-based survey; data from other participants was through face to face interviews using researcher administered questionnaires. Results Most HN/HND respondents (84.8%) obtained their Bachelor’s degrees from Kyambogo University; 61.4% graduated in 2013–2016. Most (64.3%) academic staff respondents were females and the majority (57.1%) had doctorate training. All stakeholders viewed communities as facing a variety of nutrition and dietetics challenges cutting across different Sustainable Development Goals. The nutrition and dietetics interventions requested for, provided, and considered a priority for communities were both nutrition-specific and nutrition-sensitive. Work done by HN/HND graduates encompassed seven main competency domains; the dominant being organizational leadership and management; management of nutrition-related disease conditions; nutrition and health promotion; research; and advocacy, communication, and awareness creation. Conclusions This study shows that nutrition and dietetics challenges in Uganda are multiple and multifaceted; HN/HND graduates are employed in different sectors, provide nutrition-specific and sensitive services in a multisectoral environment, and are expected to possess a variety of knowledge and skills. However, graduates have knowledge and skills gaps in some of the areas they are expected to exhibit competency. We recommend using these findings as a basis for obtaining stakeholder consensus on the key competencies that should be exhibited by all HN/HND graduates in Uganda; developing a HN/HND competency-based education model and a national HN/HND training and practice standard; and undertaking further research to understand the quality and relevancy of HN/HND curricula to Uganda’s job market requirements.

scholarly journals Stakeholders’ Perceptions of the Nutrition and Dietetics Needs and the Requisite Professional Competencies in Uganda: A Cross-Sectional Mixed Methods Study

2020 ◽  
Author(s):  
Peterson Kato Kikomeko ◽  
Sophie Ochola ◽  
Archileo N. Kaaya ◽  
Irene Ogada ◽  
Tracy Lukiya Birungi ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Academic Staff ◽  
Human Nutrition ◽  
Cross Sectional ◽  
Knowledge And Skills ◽  
Bachelor's Degrees ◽  
Competency Based ◽  
Health Systems Performance ◽  
Nutrition And Dietetics ◽  
Work Done

Abstract Background: Effective implementation of nutrition and dietetics interventions necessitates professionals in these fields to possess the requisite competencies for health systems performance. This study explored the stakeholders’ perceptions of the community nutrition and dietetics needs, the nature of work done by graduates of the Bachelor’s degree in Human Nutrition/Human Nutrition and Dietetics (HN/HND), and the competencies required of Nutrition and Dietetics professionals in Uganda. Methods: A cross-sectional mixed methods design was used. Respondents included 132 graduates of the Bachelor’s degrees in HN/HND obtained from the Makerere and Kyambogo Universities in 2005-2016; 14 academic staff that train HN/HND in the two universities; and 11 HN/HND work/internship supervisors. Data from the graduates was collected through an email-based survey; data from other participants was through face to face interviews using researcher administered questionnaires. Results: Most HN/HND respondents (84.8%) obtained their Bachelor's degrees from Kyambogo University; 61.4% graduated in 2013-2016. Most (64.3%) academic staff respondents were females and the majority (57.1%) had doctorate training. All stakeholders viewed communities as facing a variety of nutrition and dietetics challenges cutting across different Sustainable Development Goals. The nutrition and dietetics interventions requested for, provided, and considered a priority for communities were both nutrition-specific and nutrition-sensitive. Work done by HN/HND graduates encompassed seven main competency domains; the dominant being organizational leadership and management; management of nutrition-related disease conditions; nutrition and health promotion; research; and advocacy, communication, and awareness creation. Conclusions: This study shows that nutrition and dietetics challenges in Uganda are multifaceted. HN/HND graduates are employed in different sectors; provide nutrition-specific and sensitive services in a multisectoral environment; are expected to possess a variety of knowledge and skills. However, graduates have knowledge and skills gaps in some areas they are expected to exhibit competency. We recommend using these findings as a basis for obtaining stakeholder consensus on the key competencies that should be exhibited by all HN/HND graduates in Uganda; developing a HN/HND competency-based education model and a national HN/HND training and practice standard, and undertaking further research to understand the quality and relevancy of HN/HND curricula to Uganda’s job market requirements.

scholarly journals Brain computerized tomography reading in suspected acute ischemic stroke patients: what are essentials for medical students?

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Chi-Hung Liu ◽  
Cheng-Ting Hsiao ◽  
Ting-Yu Chang ◽  
Yeu-Jhy Chang ◽  
Sheng-Han Kuo ◽  
...  
Keyword(s):  
Ischemic Stroke ◽  
Medical Students ◽  
Acute Ischemic Stroke ◽  
Computerized Tomography ◽  
Delayed Diagnosis ◽  
Delphi Process ◽  
Web Based ◽  
Brain Ct ◽  
Modified Delphi ◽  
Competency Based

Abstract Background Few systematic methods prioritize the image education in medical students (MS). We hope to develop a checklist of brain computerized tomography (CT) reading in patients with suspected acute ischemic stroke (AIS) for MS and primary care (PC) physicians. Methods Our pilot group generated the items indicating specific structures or signs for the checklist of brain CT reading in suspected AIS patients for MS and PC physicians. These items were used in a modified web-based Delphi process using the online software “SurveyMonkey”. In total 15 panelists including neurologists, neurosurgeons, neuroradiologists, and emergency department physicians participated in the modified Delphi process. Each panelist was encouraged to express feedback, agreement or disagreement on the inclusion of each item using a 9-point Likert scale. Items with median scores of 7–9 were included in our final checklist. Results Fifty-two items were initially provided for the first round of the Delphi process. Of these, 35 achieved general agreement of being an essential item for the MS and PC physicians. The other 17 of the 52 items in this round and another two added items suggested by the panelists were further rated in the next round. Finally, 38 items were included in the essential checklist items of brain CT reading in suspected AIS patients for MS and PC physicians. Conclusions We established a reference regarding the essential items of brain CT reading in suspected AIS patients. We hope this helps to minimize malpractice and a delayed diagnosis, and to improve competency-based medical education for MS and PC physicians.

scholarly journals Identifying the needs for competency-based education in Europe: a needs assessment of cardiologists across 52 countries

2017 ◽  
Vol 6 (1) ◽  
pp. 1337478 ◽  
Author(s):  
S. Murray ◽  
C. Carrera ◽  
P. Lazure ◽  
P. Vardas ◽  
J. L. Zamorano ◽  
...  
Keyword(s):  
Needs Assessment ◽  
Competency Based Education ◽  
Competency Based

scholarly journals Stakeholders’ Perceptions of the Nutrition and Dietetics Needs and the Requisite Professional Competencies in Uganda: A Cross-Sectional Mixed Methods Study

2021 ◽  
Author(s):  
Peterson Kato Kikomeko ◽  
Sophie Ochola ◽  
Archileo N. Kaaya ◽  
Irene Ogada ◽  
Tracy Lukiya Birungi ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Academic Staff ◽  
Human Nutrition ◽  
Cross Sectional ◽  
Knowledge And Skills ◽  
Bachelor's Degrees ◽  
Competency Based ◽  
Health Systems Performance ◽  
Nutrition And Dietetics ◽  
Work Done

Abstract Background Effective implementation of nutrition and dietetics interventions necessitates professionals in these fields to possess the requisite competencies for health systems performance. This study explored the stakeholders’ perceptions of the community nutrition and dietetics needs, the nature of work done by graduates of the Bachelor’s degree in Human Nutrition/Human Nutrition and Dietetics (HN/HND), and the competencies required of Nutrition and Dietetics professionals in Uganda. Methods A cross-sectional mixed methods design was used. Respondents included 132 graduates of the Bachelor’s degrees in HN/HND obtained from the Makerere and Kyambogo Universities during the period 2005-2016; 14 academic staff that train HN/HND in the two universities; and 10 HN/HND work/internship supervisors. Data from the graduates was collected through an email-based survey while that from other participants was through face to face interviews using a structured key informant interview guide. Results Most HN/HND respondents (84.8%) obtained their Bachelor's degrees from Kyambogo University and 61.4% graduated in the years 2013-2016. Most (64.3%) academic staff that responded were females and the majority (57.1%) had doctorate training. All stakeholders viewed communities as facing a variety of nutrition and dietetics challenges some of which fall across different Sustainable Development Goals. The nutrition and dietetics interventions requested, provided, and considered a priority to provide to communities were both nutrition-specific and nutrition-sensitive. Work done by HN/HND graduates encompassed seven main domains; the dominant being organizational leadership and management; management of nutrition-related disease conditions; nutrition and health promotion; research and documentation; and advocacy, communication, and awareness. Conclusions This study shows that nutrition and dietetics challenges in Uganda are multifaceted. HN/HND graduates are employed in different sectors; provide nutrition-specific and sensitive interventions in a multisectoral environment; are expected to possess a variety of knowledge and skills. However, graduates have knowledge and skills gaps even in some of the key areas they are expected to exhibit competency. We recommend using these findings to develop a HN/HND competency-based education model suitable for Uganda; develop a national HN/HND training and practice standards; and undertake further research to understand the quality and relevancy of HN/HND curricula to the job market requirements.

scholarly journals Using the Entrustable Professional Activities Framework in the Assessment of Procedural Skills

2017 ◽  
Vol 9 (2) ◽  
pp. 209-214 ◽  
Author(s):  
Debra Pugh ◽  
Rodrigo B. Cavalcanti ◽  
Samantha Halman ◽  
Irene W. Y. Ma ◽  
Maria Mylopoulos ◽  
...  
Keyword(s):  
Nominal Group Technique ◽  
Nominal Group ◽  
Professional Activity ◽  
Future Research ◽  
Procedural Skills ◽  
Professional Activities ◽  
Competency Based Education ◽  
Modified Delphi ◽  
Competency Based ◽  
Essential Skills

ABSTRACT Background The entrustable professional activity (EPA) framework has been identified as a useful approach to assessment in competency-based education. To apply an EPA framework for assessment, essential skills necessary for entrustment to occur must first be identified. Objective Using an EPA framework, our study sought to (1) define the essential skills required for entrustment for 7 bedside procedures expected of graduates of Canadian internal medicine (IM) residency programs, and (2) develop rubrics for the assessment of these procedural skills. Methods An initial list of essential skills was defined for each procedural EPA by focus groups of experts at 4 academic centers using the nominal group technique. These lists were subsequently vetted by representatives from all Canadian IM training programs through a web-based survey. Consensus (more than 80% agreement) about inclusion of each item was sought using a modified Delphi exercise. Qualitative survey data were analyzed using a framework approach to inform final assessment rubrics for each procedure. Results Initial lists of essential skills for procedural EPAs ranged from 10 to 24 items. A total of 111 experts completed the national survey. After 2 iterations, consensus was reached on all items. Following qualitative analysis, final rubrics were created, which included 6 to 10 items per procedure. Conclusions These EPA-based assessment rubrics represent a national consensus by Canadian IM clinician educators. They provide a practical guide for the assessment of procedural skills in a competency-based education model, and a robust foundation for future research on their implementation and evaluation.

scholarly journals Dispatches from the front: emergency medicine teachers' perceptions of competency-based education

CJEM ◽  
2011 ◽  
Vol 13 (03) ◽  
pp. 155-161 ◽  
Author(s):  
Glen Bandiera ◽  
David Lendrum
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Health Science ◽  
Focus Group Study ◽  
Qualitative Researcher ◽  
Teachers Perceptions ◽  
Competency Based Education ◽  
Health Advocate ◽  
Competency Based

ABSTRACTObjectives:Controversy exists regarding the applicability of competency-based education during clinical rotations in emergencymedicine (EM). Little has been written about the perceptions of front-line teachers regarding one such competencybased education paradigm, the CanMEDS framework. We undertook to determine 1) what perceptions exist among frontline teachers at two academic health science emergency departments (EDs) regarding the use of the CanMEDS roles to frame what residents should learn on ED rotations and 2) how those same teachers envision practically incorporating the CanMEDS roles into feedback provided to residents.Methods:Teachers at two sites volunteered for a semistructured focus group study. Focus groups were moderated by an experienced qualitative researcher, and verbatim transcriptions were coded by two independent reviewers. The codes were merged into final themes. The final focus group was used to further explore issues raised and test assumptions made in the preceding groups.Results:In five focus groups involving 21 participants, the Medical Expert and Professional roles were seen as most relevant to an EM rotation, whereas the Health Advocate, Manager, Scholar, and Collaborator roles were least relevant. On further exploration, however, faculty identified highly relevant components of each role that they could envision teaching in an ED. Participants also felt that the framework helped highlight the breadth of physician competencies and provided structure for teaching and feedback.Conclusions:EM faculty find the CanMEDS framework helpful for structuring teaching and learning and that many elements of the roles, when defined, are feasible to integrate into a clinical rotation.

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