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dc.contributor.authorKaye, Dan
dc.contributor.authorMwanika, Andrew
dc.contributor.authorBurnham, Gilbert
dc.contributor.authorChang, Larry W.
dc.contributor.authorMbalinda, Scovia N.
dc.contributor.authorOkullo, Isaac
dc.contributor.authorNabirye, Rose C
dc.contributor.authorMuhwezi, Wilson
dc.contributor.authorOria, Hussein
dc.contributor.authorKijjambu, Stephen
dc.contributor.authorAtuyambe, Lynn
dc.contributor.authorAryeija, Warren
dc.date.accessioned2013-07-05T06:50:39Z
dc.date.available2013-07-05T06:50:39Z
dc.date.issued2011
dc.identifier.citationKaye, 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):S4en_US
dc.identifier.issn1472-698X
dc.identifier.urihttp://www.biomedcentral.com/1472-698X/11/S1/S4
dc.identifier.urihttp://hdl.handle.net/10570/1665
dc.description.abstractBackground: 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.en_US
dc.language.isoenen_US
dc.publisherBioMed Centralen_US
dc.subjectCommunity-based education (CBE)en_US
dc.subjectHealth workers - Study and teachingen_US
dc.subjectClinical skillsen_US
dc.subjectMedical knowledgeen_US
dc.subjectCommunity orientation of graduatesen_US
dc.subjectCurriculumen_US
dc.titleThe organization and implementation of community-based education programs for health worker training institutions in Ugandaen_US
dc.typeJournal article, peer revieweden_US


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