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The process of harmonizing competency-based curricula for medicine and nursing degree programmes: A Multi-institutional and multi-professional experience from Tanzania.

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Title: The process of harmonizing competency-based curricula for medicine and nursing degree programmes: A Multi-institutional and multi-professional experience from Tanzania.
Authors: Mloka, Doreen1, Tarimo, Edith2, Mselle, Lillian3, Mshana, Stephen4, Sirili, Nathaniel5, Rogathi, Jane6, Msuya, Levina7, Rugarabamu, Pascahilis8, Mteta, Alfred9, Moshi, Mainen10, Kwesigabo, Gideon11, Lyamuya, Eligius12, Bartlett, John13, Martin-Holland, Judy14, O'Sullivan, Patricia15, Macfarlane, Sarah16, Kaaya, Ephata17
Source: Medical Teacher. Jul2023, Vol. 45 Issue 7, p740-751. 12p.
Subject Terms: *Medical education standards, *Graduate nursing education, *Teaching methods, *Baccalaureate nursing education, *Universities & colleges, *Interprofessional relations, *Outcome-based education, *Curriculum planning, *Interdisciplinary education, *Educational outcomes, Accreditation, Stakeholder analysis, Research funding
Geographic Terms: Tanzania, United States
Abstract: In many low- and middle-income countries, there seems to be a mismatch between graduate skills and healthcare industry requirements due to variability in curricula. With the current increased global demand for competent health profession graduates, harmonizing competency-based curricula (CBC) is necessary to address this mismatch. This paper describes how three health professions training universities in Tanzania and their two long-standing United States partners embarked on developing harmonized CBC for undergraduate medicine and nursing degrees. The main goal of the activity was to develop templates to harmonize curricula that would support graduates to acquire mandatory national Graduate Minimum Essential Competencies (GMEC) irrespective of the institution of their training. The paper describes the processes of engaging multiple institutions, the professions of medicine and nursing and various stakeholders to develop mandatory curricula generic competencies, creating milestones for assessing competencies, training faculty at each of the three partnering institutions in curriculum delivery and assessments, resulting in the adoption of the curricula by the University leadership at each institution. Ultimately the Tanzania Commission for Universities (TCU) a regulatory body required all schools of medicine and nursing in the country to adopt the curricula, thus creating a harmonized national standard for teaching medicine and nursing beginning October 2022. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The process of harmonizing competency-based curricula for medicine and nursing degree programmes: A Multi-institutional and multi-professional experience from Tanzania.
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Jul2023, Vol. 45 Issue 7, p740-751. 12p.
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  Data: In many low- and middle-income countries, there seems to be a mismatch between graduate skills and healthcare industry requirements due to variability in curricula. With the current increased global demand for competent health profession graduates, harmonizing competency-based curricula (CBC) is necessary to address this mismatch. This paper describes how three health professions training universities in Tanzania and their two long-standing United States partners embarked on developing harmonized CBC for undergraduate medicine and nursing degrees. The main goal of the activity was to develop templates to harmonize curricula that would support graduates to acquire mandatory national Graduate Minimum Essential Competencies (GMEC) irrespective of the institution of their training. The paper describes the processes of engaging multiple institutions, the professions of medicine and nursing and various stakeholders to develop mandatory curricula generic competencies, creating milestones for assessing competencies, training faculty at each of the three partnering institutions in curriculum delivery and assessments, resulting in the adoption of the curricula by the University leadership at each institution. Ultimately the Tanzania Commission for Universities (TCU) a regulatory body required all schools of medicine and nursing in the country to adopt the curricula, thus creating a harmonized national standard for teaching medicine and nursing beginning October 2022. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/0142159X.2022.2158066
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      – Code: eng
        Text: English
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    Subjects:
      – SubjectFull: Medical education standards
        Type: general
      – SubjectFull: Graduate nursing education
        Type: general
      – SubjectFull: Teaching methods
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      – SubjectFull: Baccalaureate nursing education
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      – SubjectFull: Curriculum planning
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      – SubjectFull: Interdisciplinary education
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      – SubjectFull: Educational outcomes
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      – SubjectFull: Accreditation
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      – SubjectFull: Stakeholder analysis
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      – SubjectFull: Research funding
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      – SubjectFull: Tanzania
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      – SubjectFull: United States
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