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|Title: ||The organization and implementation of community-based education programs for health worker training institutions in Uganda|
|Authors: ||Kaye, Dan|
Chang, Larry W.
Mbalinda, Scovia N.
Nabirye, Rose C
|Keywords: ||Community-based education (CBE)|
Health workers - Study and teaching
Community orientation of graduates
|Issue Date: ||2011 |
|Publisher: ||BioMed Central|
|Citation: ||Kaye, D.K., Mwanika A., Muhwezi, W.W., Kasozi, A.N., Kijjambu, S., Mbalinda, S.N., Okullo, I., Nabirye, R.C., Oria, H., Atuyambe, L., Groves, S., Burnham, G. (2011). The organization and implementation of community-based education programs for health worker training institutions in Uganda. BMC International Health and Human Rights, 11(Suppl 1):S4|
|Abstract: ||Background: Community-based education (CBE) is part of the training curriculum for most health workers in Uganda. Most programs have a stated purpose of strengthening clinical skills, medical knowledge, communication
skills, community orientation of graduates, and encouragement of graduates to work in rural areas. This study was undertaken to assess the scope and nature of community-based education for various health worker cadres in Uganda.
Methods: Curricula and other materials on CBE programs in Uganda were reviewed to assess nature, purpose, intended outcomes and evaluation methods used by CBE programs. In-depth and key informant interviews were
conducted with people involved in managing CBE in twenty-two selected training institutions, as well as stakeholders from the community, Ministry of Health, Ministry of Education, civil society organizations and local government. Visits were made to selected sites where CBE training was conducted to assess infrastructure and
learning resources being provided.
Results: The CBE curriculum is implemented in the majority of health training institutions in Uganda. CBE is a core
course in most health disciplines at various levels – certificate, diploma and degree and for a range of health professionals. The CBE curriculum is systematically planned and implemented with major similarities among institutions.
Organization, delivery, managerial strategies, and evaluation methods are also largely similar. Strengths recognized
included providing hands-on experience, knowledge and skills generation and the linking learners to the communities.
Almost all CBE implementing institutions cited human resource, financial, and material constraints.
Conclusions: The CBE curriculum is a widely used instructional model in Uganda for providing trainee health
workers with the knowledge and skills relevant to meet community needs. Strategies to improve curricula and
implementation concerns need further development. It is still uncertain whether this approach is increasing the
number graduates seeking careers in rural health service, one of the stated program goals, an outcome which
requires further study.|
|Appears in Collections:||Research Articles (Health-Sciences)|
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