Building Health System Capacity through Medical Education: A Targeted Needs Assessment to Guide Development of a Structured Internal Medicine Curriculum for Medical Interns in Botswana

Background: Medical internship is the final year of training before independent practice for most doctors in Botswana. Internship training in Botswana faces challenges including variability in participants’ level of knowledge and skill related to their completion of medical school in a variety of se...

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Autores principales:	Michael J. Peluso, Neo Tapela, John Langeveldt, Margaret E. Williams, Kagiso Mochankana, Kebonye Motseosi, Brian Ricci, Adam Rodman, Cecil Haverkamp, Miriam Haverkamp, Rosa Maoto, Rebecca Luckett, Detlef Prozesky, Oathokwa Nkomazana, Tomer Barak
Formato:	article
Lenguaje:	EN
Publicado:	Ubiquity Press 2018
Materias:	graduate medical education medical education internship educational needs assessment sub-Saharan Africa southern Africa global health Infectious and parasitic diseases RC109-216 Public aspects of medicine RA1-1270
Acceso en línea:	https://doaj.org/article/e64bbb28eb6a4c23880472410e4f7990
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spelling	oai:doaj.org-article:e64bbb28eb6a4c23880472410e4f79902021-12-02T01:52:26ZBuilding Health System Capacity through Medical Education: A Targeted Needs Assessment to Guide Development of a Structured Internal Medicine Curriculum for Medical Interns in Botswana2214-999610.29024/aogh.22https://doaj.org/article/e64bbb28eb6a4c23880472410e4f79902018-04-01T00:00:00Zhttps://annalsofglobalhealth.org/articles/22https://doaj.org/toc/2214-9996Background: Medical internship is the final year of training before independent practice for most doctors in Botswana. Internship training in Botswana faces challenges including variability in participants’ level of knowledge and skill related to their completion of medical school in a variety of settings (both foreign and domestic), lack of planned curricular content, and limited time for structured educational activities. Data on trainees’ opinions regarding the content and delivery of graduate medical education in settings like Botswana are limited, which makes it difficult to revise programs in a learner-centered way. Objective: To understand the perceptions and experiences of a group of medical interns in Botswana, in order to inform a large curriculum initiative. Methods: We conducted a targeted needs assessment using structured interviews at one district hospital. The interview script included demographic, quantitative, and free- response questions. Fourteen interns were asked their opinions about the content and format of structured educational activities, and provided feedback on the preferred characteristics of a new curriculum. Descriptive statistics were calculated. Findings: In the current curriculum, training workshops were the highest-scored teaching format, although most interns preferred lectures overall. Specialists were rated as the most useful teachers, and other interns and medical officers were rated as average. Interns felt they had adequate exposure to content such as HIV and tuberculosis, but inadequate exposure to areas including medical emergencies, non-communicable diseases, pain management, procedural skills, X-ray and EKG interpretation, disclosing medical information, and identifying career goals. For the new curriculum, interns preferred a structured case discussion format, and a focus on clinical reasoning and procedural skills. Conclusions: This needs assessment identified several foci for development, including a shift toward interactive sessions focused on skill development, the need to empower interns and medical officers to improve teaching skills, and the value of shifting curricular content to mirror the epidemiologic transition occurring in Botswana. Interns’ input is being used to initiate a large curriculum intervention that will be piloted and scaled nationally over the next several years. Our results underscore the value of seeking the opinion of trainees, both to aid educators in building programs that serve them and in empowering them to direct their education toward their needs and goals.Michael J. PelusoNeo TapelaJohn LangeveldtMargaret E. WilliamsKagiso MochankanaKebonye MotseosiBrian RicciAdam RodmanCecil HaverkampMiriam HaverkampRosa MaotoRebecca LuckettDetlef ProzeskyOathokwa NkomazanaTomer BarakUbiquity Pressarticlegraduate medical educationmedical educationinternshipeducational needs assessmentsub-Saharan Africasouthern Africaglobal healthInfectious and parasitic diseasesRC109-216Public aspects of medicineRA1-1270ENAnnals of Global Health, Vol 84, Iss 1, Pp 151-159 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	graduate medical education medical education internship educational needs assessment sub-Saharan Africa southern Africa global health Infectious and parasitic diseases RC109-216 Public aspects of medicine RA1-1270
spellingShingle	graduate medical education medical education internship educational needs assessment sub-Saharan Africa southern Africa global health Infectious and parasitic diseases RC109-216 Public aspects of medicine RA1-1270 Michael J. Peluso Neo Tapela John Langeveldt Margaret E. Williams Kagiso Mochankana Kebonye Motseosi Brian Ricci Adam Rodman Cecil Haverkamp Miriam Haverkamp Rosa Maoto Rebecca Luckett Detlef Prozesky Oathokwa Nkomazana Tomer Barak Building Health System Capacity through Medical Education: A Targeted Needs Assessment to Guide Development of a Structured Internal Medicine Curriculum for Medical Interns in Botswana
description	Background: Medical internship is the final year of training before independent practice for most doctors in Botswana. Internship training in Botswana faces challenges including variability in participants’ level of knowledge and skill related to their completion of medical school in a variety of settings (both foreign and domestic), lack of planned curricular content, and limited time for structured educational activities. Data on trainees’ opinions regarding the content and delivery of graduate medical education in settings like Botswana are limited, which makes it difficult to revise programs in a learner-centered way. Objective: To understand the perceptions and experiences of a group of medical interns in Botswana, in order to inform a large curriculum initiative. Methods: We conducted a targeted needs assessment using structured interviews at one district hospital. The interview script included demographic, quantitative, and free- response questions. Fourteen interns were asked their opinions about the content and format of structured educational activities, and provided feedback on the preferred characteristics of a new curriculum. Descriptive statistics were calculated. Findings: In the current curriculum, training workshops were the highest-scored teaching format, although most interns preferred lectures overall. Specialists were rated as the most useful teachers, and other interns and medical officers were rated as average. Interns felt they had adequate exposure to content such as HIV and tuberculosis, but inadequate exposure to areas including medical emergencies, non-communicable diseases, pain management, procedural skills, X-ray and EKG interpretation, disclosing medical information, and identifying career goals. For the new curriculum, interns preferred a structured case discussion format, and a focus on clinical reasoning and procedural skills. Conclusions: This needs assessment identified several foci for development, including a shift toward interactive sessions focused on skill development, the need to empower interns and medical officers to improve teaching skills, and the value of shifting curricular content to mirror the epidemiologic transition occurring in Botswana. Interns’ input is being used to initiate a large curriculum intervention that will be piloted and scaled nationally over the next several years. Our results underscore the value of seeking the opinion of trainees, both to aid educators in building programs that serve them and in empowering them to direct their education toward their needs and goals.
format	article
author	Michael J. Peluso Neo Tapela John Langeveldt Margaret E. Williams Kagiso Mochankana Kebonye Motseosi Brian Ricci Adam Rodman Cecil Haverkamp Miriam Haverkamp Rosa Maoto Rebecca Luckett Detlef Prozesky Oathokwa Nkomazana Tomer Barak
author_facet	Michael J. Peluso Neo Tapela John Langeveldt Margaret E. Williams Kagiso Mochankana Kebonye Motseosi Brian Ricci Adam Rodman Cecil Haverkamp Miriam Haverkamp Rosa Maoto Rebecca Luckett Detlef Prozesky Oathokwa Nkomazana Tomer Barak
author_sort	Michael J. Peluso
title	Building Health System Capacity through Medical Education: A Targeted Needs Assessment to Guide Development of a Structured Internal Medicine Curriculum for Medical Interns in Botswana
title_short	Building Health System Capacity through Medical Education: A Targeted Needs Assessment to Guide Development of a Structured Internal Medicine Curriculum for Medical Interns in Botswana
title_full	Building Health System Capacity through Medical Education: A Targeted Needs Assessment to Guide Development of a Structured Internal Medicine Curriculum for Medical Interns in Botswana
title_fullStr	Building Health System Capacity through Medical Education: A Targeted Needs Assessment to Guide Development of a Structured Internal Medicine Curriculum for Medical Interns in Botswana
title_full_unstemmed	Building Health System Capacity through Medical Education: A Targeted Needs Assessment to Guide Development of a Structured Internal Medicine Curriculum for Medical Interns in Botswana
title_sort	building health system capacity through medical education: a targeted needs assessment to guide development of a structured internal medicine curriculum for medical interns in botswana
publisher	Ubiquity Press
publishDate	2018
url	https://doaj.org/article/e64bbb28eb6a4c23880472410e4f7990
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Building Health System Capacity through Medical Education: A Targeted Needs Assessment to Guide Development of a Structured Internal Medicine Curriculum for Medical Interns in Botswana

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