Umuganda for improved health professions education in Rwanda: Past, present and future in the training of health professionals at the University of Rwanda

Quality healthcare cannot be achieved without competent health professionals. Competency-based education (CBE) is an educational delivery option that may prove to be effective in meeting that need. Through a systematic literature review using content analysis techniques, this chapter explores the conceptual complexity and operational challenges of using CBE in health professions education. Drawing a picture of how competencies are defined and developed in the context of health professions education, this chapter summarizes current practices of integration, delivery, and assessment of competencies. Challenges, emerging trends, and future research directions are also identified. This review found that, unlike in medical education, there are different sets of competencies for most various healthcare disciplines and sub-disciplines and this review suggests that CBE can be a viable model that will enable health professions education to address the diverse needs of health professionals.

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Conscious Mechanisms in Movement11Much of the research reported here and the preparation of the paper were supported by a Laura Spelman Rockefeller award from the University of Iowa and a biomedical research support grant (FR–07035) from the General Research Support Branch, Division of Research Resources, the Bureau of Health Professions, Education and Manpower Training, National Institutes of Health to J. A. Scott Kelso. Stephen A. Wallace was supported by Grant 704-01 from the Illinois Department of Mental Health and Developmental Disabilities. We express our thanks to David Goodman, who assisted in the background work for this paper.

Information Processing in Motor Control and Learning ◽

10.1016/b978-0-12-665960-3.50010-4 ◽

1978 ◽

pp. 79-116 ◽

Cited By ~ 13

Author(s):

J.A. Scott Kelso ◽

Stephen A. Wallace

Keyword(s):

Mental Health ◽

Developmental Disabilities ◽

Biomedical Research ◽

Health Professions ◽

Health Professions Education ◽

National Institutes Of Health ◽

Research Support ◽

University Of Iowa ◽

The University ◽

Research Resources

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Innovations to Enhance the Quality of Health Professions Education at the University of Zimbabwe College of Health Sciences–NECTAR Program

Academic Medicine ◽

10.1097/acm.0000000000000336 ◽

2014 ◽

Vol 89 (Supplement) ◽

pp. S88-S92 ◽

Cited By ~ 8

Author(s):

Chiratidzo E. Ndhlovu ◽

Kusum Nathoo ◽

Margaret Borok ◽

Midion Chidzonga ◽

Eva M. Aagaard ◽

...

Keyword(s):

Health Professions ◽

Health Sciences ◽

Health Professions Education ◽

The University ◽

University Of Zimbabwe

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Leveraging Machine Learning to Understand how Emotions Influence Equity Related Education (Preprint)

10.2196/preprints.33934 ◽

2021 ◽

Author(s):

Javeed Sukhera ◽

Syed Hasan Ahmed

Keyword(s):

Machine Learning ◽

Social Media ◽

General Population ◽

Language Processing ◽

Health Professionals ◽

Teaching And Learning ◽

Social Issues ◽

Health Professions ◽

Health Professions Education ◽

Media Discourse

BACKGROUND Teaching and learning about topics such as bias is challenging due to the emotional nature of bias-related discourse. However, emotions can be challenging to study in health professions education for numerous reasons. With the emergence of Machine Learning (ML) and Natural Language Processing (NLP), sentiment analysis (SA) has potential to bridge the gap. OBJECTIVE To improve our understanding of the role of emotions in bias related discourse, we developed and conducted a SA of bias related discourse among health professionals. METHODS We conducted a 2-stage quasi experimental study. First, we developed a SA (algorithm) within an existing archive of interviews with health professionals about bias. SA refers to a mechanism of analysis that evaluates the sentiment of textual data by assigning scores to textual components and calculating and assigning a sentiment value to the text. Next, we applied our SA algorithm to an archive of social media discourse on Twitter that contained equity related hashtags to compare sentiment among health professionals and the general population. RESULTS When tested on the initial archive, our SA algorithm was highly accurate compared to human scoring of sentiment. An analysis of bias-related social media discourse demonstrated that health professionals were less neutral than the general population when discussing social issues on professionally associated accounts, suggesting that health professionals attach more sentiment to their posts on Twitter than seen in the general population. CONCLUSIONS The finding that health professionals are more likely to show and convey emotions regarding equity related issues on social media has implications for teaching and learning about sensitive topics related in health professions education. Such emotions must therefore be considered in the design, delivery, and evaluation of equity and bias related education. CLINICALTRIAL Not applicable

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The socio-economic transition and health professions education in Mongolia: a qualitative study

Cost Effectiveness and Resource Allocation ◽

10.1186/s12962-021-00269-5 ◽

2021 ◽

Vol 19 (1) ◽

Author(s):

Nomin Amgalan ◽

Jwa-Seop Shin ◽

Seung-Hee Lee ◽

Oyungoo Badamdorj ◽

Oyungerel Ravjir ◽

...

Keyword(s):

Education System ◽

Health Professionals ◽

Transition Economy ◽

Core Curriculum ◽

Economic Transition ◽

Health Professions ◽

Medical Schools ◽

Health Professions Education ◽

Educational Services

Abstract Background Former socialist countries have undergone a socio-economic transition in recent decades. New challenges for the healthcare system have arisen in the transition economy, leading to demands for better management and development of the health professions. However, few studies have explored the effects of this transition on health professions education. Thus, we investigated the effects of the socio-economic transition on the health professions education system in Mongolia, a transition economy country, and to identify changes in requirements. Methods We used a multi-level perspective to explore the effects of the transition, including the input, process, and output levels of the health professions education system. The input level refers to planning and management, the process level refers to the actual delivery of educational services, and the output level refers to issues related to the health professionals, produced by the system. This study utilized a qualitative research design, including document review and interviews with local representatives. Content analysis and the constant comparative method were used for data analysis. Results We explored tensions in the three levels of the health professions education system. First, medical schools attained academic authority for planning and management without proper regulation and financial support. The government sets tuition fees, which are the only financial resource of medical schools; thus, medical schools attempt to enroll more students in order to adapt to the market environment. Second, the quality of educational services varies across institutions due to the absence of a core curriculum and differences in the learning environment. After the transition, the number of private medical schools rapidly increased without quality control, while hospitals started their own specialized training programs. Third, health professionals are struggling to maintain their professional values and development in the market environment. Fixed salaries lead to a lack of motivation, and quality evaluation measures more likely reflect government control than quality improvement. Conclusions Mongolia continues to face the consequences of the socio-economic transition. Medical schools’ lack of financial authority, the varying quality of educational services, and poor professional development are the major adverse effects. Finding external financial support, developing a core curriculum, and reforming a payment system are recommended.

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Description of Technical Electives that Prepare Engineers for Careers in the Medical and Health Care Professions

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.4700 ◽

2012 ◽

Author(s):

Danny Mann ◽

Jacquie Ripat ◽

Art Quanbury ◽

Jason Morrison ◽

Jitendra Paliwal

Keyword(s):

Health Professionals ◽

Cell Biology ◽

Health Professions ◽

Basic Knowledge ◽

Student Interest ◽

Health Care Professions ◽

Level Of Knowledge ◽

University Of Manitoba ◽

Living Organisms ◽

The University

In response to student interest in the broad field of biomedical engineering, theDepartment of Biosystems Engineering has developed three technical electives that now form the core of a Biomedical Specialization that is available to students in the Biosystems Engineering program at the University of Manitoba. These courses have been designed to help prepare engineers to meet the challenges of interacting with the medical and health professions. Required courses covering cell biology and physiology provide engineers with a fundamental understanding of living organisms. One cannot interact with medical and health professionals without this basic level of knowledge, however, this basic knowledge is not sufficient. To effectively work with medical and health professionals, engineers must understand the structure of these professions and the roles traditionally played by engineers in these professions. The paper will provide an in-depth description of these three courses. Students completing these courses are well prepared to work in the medical and health professions.

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Email Use Reconsidered in Health Professions Education: Viewpoint

JMIR Medical Education ◽

10.2196/19300 ◽

2020 ◽

Vol 6 (1) ◽

pp. e19300

Author(s):

Jennie C De Gagne ◽

Yesol Yang ◽

Sharron Rushton ◽

Paula D Koppel ◽

Katherine Hall

Keyword(s):

Health Care ◽

Health Professionals ◽

Health Professions ◽

Faculty Members ◽

Health Professions Education ◽

Email Communication ◽

The Past ◽

Education And Health ◽

Challenges And Opportunities

Email has become a popular means of communication in the past 40 years, with more than 200 billion emails sent each day worldwide. When used appropriately, email can be an effective and useful form of correspondence, although improper practices, such as email incivility, can present challenges. Email is ubiquitous in education and health care, where it is used for student-to-teacher, provider-to-provider, and patient-to-provider communications, but not all students, faculty members, and health professionals are skilled in its use. This paper examines the challenges and opportunities posed by email communication in health professions education and reveals important deficiencies in training, as well as steps that can be taken by health professions educators to address them. Recommendations are offered to help health professions educators develop approaches for teaching email professionalism.

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Effects of the Socio-Economic Transition on Health Professions Education: The Case of Mongolia

10.21203/rs.3.rs-55364/v1 ◽

2020 ◽

Author(s):

Nomin Amgalan ◽

Jwa-Seop Shin ◽

Seung-Hee Lee ◽

Oyungoo Badamdorj ◽

Oyungerel Ravjir ◽

...

Keyword(s):

Education System ◽

Health Professionals ◽

Transition Economy ◽

Core Curriculum ◽

Economic Transition ◽

Health Professions ◽

Medical Schools ◽

Health Professions Education ◽

Educational Services

Abstract Background: Former socialist countries have undergone a socio-economic transition in recent decades. New challenges for the healthcare system have arisen in the transition economy, leading to demands for better management and development of the health professions. However, few studies have explored the effects of this transition on health professions education. Thus, we investigated the effects of the socio-economic transition on the health professions education system in Mongolia, a transition economy country, and to identify changes in requirements. Methods: We used a multi-level perspective to explore the effects of the transition, including the input, process, and output levels of the health professions education system. The input level refers to planning and management, the process level refers to the actual delivery of educational services, and the output level refers to issues related to the health professionals, produced by the system. This study utilized a qualitative research design, including document review and interviews with local representatives. Content analysis and the constant comparative method were used for data analysis. Results: We explored tensions in the three levels of the health professions education system. First, medical schools attained academic authority for planning and management without proper regulation and financial support. The government sets tuition fees, which are the only financial resource of medical schools; thus, medical schools attempt to enroll more students in order to adapt to the market environment. Second, the quality of educational services varies across institutions due to the absence of a core curriculum and differences in the learning environment. After the transition, the number of private medical schools rapidly increased without quality control, while hospitals started their own specialized training programs. Third, health professionals are struggling to maintain their professional values and development in the market environment. Fixed salaries lead to a lack of motivation, and quality evaluation measures more likely reflect government control than quality improvement.Conclusion: Mongolia continues to face the consequences of the socio-economic transition. Medical schools’ lack of financial authority, the varying quality of educational services, and poor professional development are the major adverse effects. Finding external financial support, developing a core curriculum, and introducing performance-based payments are recommended.

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Mobile Digital Education for Health Professions: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration (Preprint)

10.2196/preprints.12937 ◽

2018 ◽

Cited By ~ 1

Author(s):

Gerard Dunleavy ◽

Charoula Konstantia Nikolaou ◽

Sokratis Nifakos ◽

Rifat Atun ◽

Gloria Chun Yi Law ◽

...

Keyword(s):

Systematic Review ◽

Blended Learning ◽

Mobile Devices ◽

Health Professionals ◽

Health Professions ◽

Health Professions Education ◽

Personal Digital Assistants ◽

Traditional Learning ◽

Digital Education ◽

Quality Evidence

BACKGROUND There is a pressing need to implement efficient and cost-effective training to address the worldwide shortage of health professionals. Mobile digital education (mLearning) has been mooted as a potential solution to increase the delivery of health professions education as it offers the opportunity for wide access at low cost and flexibility with the portability of mobile devices. To better inform policy making, we need to determine the effectiveness of mLearning. OBJECTIVE The primary objective of this review was to evaluate the effectiveness of mLearning interventions for delivering health professions education in terms of learners’ knowledge, skills, attitudes, and satisfaction. METHODS We performed a systematic review of the effectiveness of mLearning in health professions education using standard Cochrane methodology. We searched 7 major bibliographic databases from January 1990 to August 2017 and included randomized controlled trials (RCTs) or cluster RCTs. RESULTS A total of 29 studies, including 3175 learners, met the inclusion criteria. A total of 25 studies were RCTs and 4 were cluster RCTs. Interventions comprised tablet or smartphone apps, personal digital assistants, basic mobile phones, iPods, and Moving Picture Experts Group-1 audio layer 3 player devices to deliver learning content. A total of 20 studies assessed knowledge (n=2469) and compared mLearning or blended learning to traditional learning or another form of digital education. The pooled estimate of studies favored mLearning over traditional learning for knowledge (standardized mean difference [SMD]=0.43, 95% CI 0.05-0.80, N=11 studies, low-quality evidence). There was no difference between blended learning and traditional learning for knowledge (SMD=0.20, 95% CI –0.47 to 0.86, N=6 studies, low-quality evidence). A total of 14 studies assessed skills (n=1097) and compared mLearning or blended learning to traditional learning or another form of digital education. The pooled estimate of studies favored mLearning (SMD=1.12, 95% CI 0.56-1.69, N=5 studies, moderate quality evidence) and blended learning (SMD=1.06, 95% CI 0.09-2.03, N=7 studies, low-quality evidence) over traditional learning for skills. A total of 5 and 4 studies assessed attitudes (n=440) and satisfaction (n=327), respectively, with inconclusive findings reported for each outcome. The risk of bias was judged as high in 16 studies. CONCLUSIONS The evidence base suggests that mLearning is as effective as traditional learning or possibly more so. Although acknowledging the heterogeneity among the studies, this synthesis provides encouraging early evidence to strengthen efforts aimed at expanding health professions education using mobile devices in order to help tackle the global shortage of health professionals.

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