+ Site Statistics
+ Search Articles
+ PDF Full Text Service
How our service works
Request PDF Full Text
+ Follow Us
Follow on Facebook
Follow on Twitter
Follow on LinkedIn
+ Subscribe to Site Feeds
Most Shared
PDF Full Text
+ Translate
+ Recently Requested

Standardizing assessment practices of undergraduate medical competencies across medical schools: challenges, opportunities and lessons learned from a consortium of medical schools in Uganda



Standardizing assessment practices of undergraduate medical competencies across medical schools: challenges, opportunities and lessons learned from a consortium of medical schools in Uganda



Pan African Medical Journal 19: 382



Health professions education is gradually moving away from the more traditional approaches to new innovative ways of training aimed at producing professionals with the necessary competencies to address the community health needs. In response to these emerging trends, Medical Education for Equitable Services to All Ugandans (MESAU), a consortium of Ugandan medical schools developed key competencies desirable of graduates and successfully implemented Competency Based Education (CBE) for undergraduate medical students. To examine the current situation and establish whether assessment methods of the competencies are standardized across MESAU schools as well as establish the challenges, opportunities and lessons learned from the MESAU consortium. It was a cross-sectional descriptive study involving faculty of the medical schools in Uganda. Data was collected using focus group discussions and document reviews. Findings were presented in form of themes. Although the MESAU schools have implemented the developed competencies within their curricular, the assessment methods are still not standardized with each institution having its own assessment procedures. Lack of knowledge and skills regarding assessment of the competencies was evident amongst the faculty. The fear for change amongst lecturers was also noted as a major challenge. However, the institutional collaboration created while developing competencies was identified as key strength. Findings demonstrated that despite having common competencies, there is no standardized assessment blue print applicable to all MESAU schools. Continued collaboration and faculty development in assessment is strongly recommended.

Please choose payment method:






(PDF emailed within 0-6 h: $19.90)

Accession: 058898247

Download citation: RISBibTeXText

PMID: 25995778

DOI: 10.11604/pamj.2014.19.382.5283


Related references

Challenges and opportunities for new medical schools in Africa: the Consortium of New Southern African Medical Schools (CONSAMS). Academic Medicine 89(8 Suppl.): S108-S109, 2014

A consortium approach to competency-based undergraduate medical education in Uganda: process, opportunities and challenges. Education for Health 27(2): 163-169, 2015

Educational environment in traditional and innovative medical schools: a study in four undergraduate medical schools. Education for Health 17(2): 192-203, 2005

Responding to challenges in health reform: new opportunities for the medical profession and medical schools. Southeast Asian Journal of Tropical Medicine and Public Health 28(Suppl. 2): 160-165, 1997

Integration of Ultrasound in Undergraduate Medical Education at the California Medical Schools: A Discussion of Common Challenges and Strategies From the UMeCali Experience. Journal of Ultrasound in Medicine 35(2): 221-233, 2016

Undergraduate medical student attitudes to the peer assessment of professional behaviours in two medical schools. Education for Primary Care 21(1): 32-37, 2010

Problem-based learning in medical informatics for undergraduate medical students: an experiment in two medical schools. International Journal of Medical Informatics 75(5): 396-402, 2005

Undergraduate medical education in emergency medical care: a nationwide survey at German medical schools. Bmc Emergency Medicine 9: 7, 2009

Competencies for first year residents - physicians' views from medical schools with different undergraduate curricula. Bmc Medical Education 17(1): 154, 2018

How Do Medical Schools Identify and Remediate Professionalism Lapses in Medical Students? A Study of U.S. and Canadian Medical Schools. Academic Medicine 90(7): 913-920, 2015

Students' perspectives of undergraduate research methods education at three public medical schools in Uganda. Pan African Medical Journal 24: 74, 2017

On changing curricula: lessons learned at two dissimilar medical schools. Academic Medicine 75(6): 595-601, 2000

Challenges and opportunities for new medical schools in Africa. Lancet. Global Health 2(12): E689-E690, 2015

The Consortium of Graduate Medical Schools in Australia: formal and informal collaboration in medical education. Medical Education 34(6): 449-454, 2000

Concept Curriculum on Pain for Medical Undergraduates Developed by CATCHUM-A Consortium of Texas Medical Schools. Anesthesiology Abstracts of Scientific Papers Annual Meeting (2000): Abstract No 1201, 2002