American Journal of Health Research

| Peer-Reviewed |

Redesigning the Learning Assessment Tools for Community-Based Training Program in the Undergraduate Medical Education at a University in Ethiopia

Received: 09 October 2018    Accepted: 31 October 2018    Published: 29 November 2018
Views:       Downloads:

Share This Article

Abstract

In Ethiopia, the undergraduate medical education is a six-year program, which has three major curricular components, including Pre-medical, preclinical and clinical years. Upon successful completion of every year pre-clinical and clinical courses, students are required to complete community-based training program (CBTP) courses that demand a field work in the nearby community settings. The main intent of these courses is to develop general competencies of the graduates so that they become more socially accountable at the same time ensuring opportunities for lifelong learning in the community through training and services. In a general sense, the learning assessment provides an opportunity for students to improve their skills, reduce anxiety over grading, and improve relationships between learners and teachers. The aim of this study was to evaluate the existing learning assessment tools applied in the CBTP courses and improve them so that they become aligned with the expected graduate competencies specified in the undergraduate medicine curriculum in the University studied. This study used a case study design for the in-depth analysis of the learning assessment tools of CBTP courses. Guided by this, first the study comprises an analysis of the existing assessment tools being practiced in a university studied. Then, three FGDs were held with instructors, department heads, and students who participated in CBTP course implementation of the undergraduate medicine program. This was followed by a consultative workshop with relevant experts in Community-based education (CBE), to identify essential items to be included in the redesigned assessment tools. As a result of this study, the study participants identified the learning domains that were aligned to the core competencies. The corresponding guidelines for each assessment methods were developed. The tools were piloted in the field and they were found very comprehensive and feasible for use in the university studied. The findings of this study were suggested that the redesigned assessment tools can address the basic problems of the existing assessment methods, which were found, fragmented and had higher degrees of subjectivity.

DOI 10.11648/j.ajhr.20180604.18
Published in American Journal of Health Research (Volume 6, Issue 4, July 2018)
Page(s) 103-111
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Learning Assessment, Community-Based Training Program, Undergraduate Medicine, Ethiopia

References
[1] Swanwick, T., Understanding medical education. Understanding Medical Education: Evidence, Theory and Practice, 2013: p. 1-6.
[2] Ten Cate, T. J. O., L. Snell, and C. Carraccio, Medical competence: the interplay between individual ability and the health care environment. Medical teacher, 2010. 32(8): p. 669-675.
[3] Holmboe, E. S., et al., Faculty development in assessment: the missing link in competency-based medical education. Academic Medicine, 2011. 86(4): p. 460-467.
[4] Mann, K. V., Theoretical perspectives in medical education: past experience and future possibilities. Medical education, 2011. 45(1): p. 60-68.
[5] Dent, J., R. M. Harden, and D. Hunt, A practical guide for medical teachers. 2017: Elsevier Health Sciences.
[6] Mehta, N. B., et al., Just imagine: new paradigms for medical education. Academic Medicine, 2013. 88(10): p. 1418-1423.
[7] Webb, A. H., Beginnings of Medical Education in Ethiopia. Journal of the National Medical Association, 1957. 49(3): p. 160.
[8] Mariam, D. H., Brief overview of the literature relevant to Human Resources for Health (HRH) in Ethiopia. Ethiopian Journal of Health Development, 2013. 27(1): p. 1-5.
[9] Idriss, H. M., The dire state of medical schools in Ethiopia & fear for the future, a consultant physician’s perspective, T. E. Observatory, Editor. 2014, The Reporter.
[10] Abraham, Y. and A. Azaje, The new innovative medical education system in Ethiopia: background and development. Ethiopian Journal of health development, 2013. 27(1): p. 36-40.
[11] Mengistu, B. S., et al., Student and faculty perceptions on the rapid scale-up of medical students in Ethiopia. BMC medical education, 2017. 17(1): p. 11.
[12] Marco, W., Ethiopia's Crowded Medical Schools, in PRI's The World K. Anders, Editor. 20, 12, 2012.
[13] Desalegn, A. A., A. Berhan, and Y. Berhan, Absenteeism among medical and health science undergraduate students at Hawassa University, Ethiopia. BMC medical education, 2014. 14(1): p. 81.
[14] Jimma University, Jimma University School of medicine (Unpublished document): Revised Curriculum for the Degree of Doctor of Medicine. 2008, Jimma University,: Jimma, Ethiopia.
[15] Deressa, W. and A. Azazh, Attitudes of undergraduate medical students of Addis Ababa University towards medical practice and migration, Ethiopia. BMC medical education, 2012. 12(1): p. 68.
[16] Mulatu, T., et al., Assessment of the community-based training programme at Jimma University, Ethiopia. Ethiopian Journal of Health Development, 2000. 14(special issue): p. 239-252.
[17] Talib, Z. M., et al., Investing in community-based education to improve the quality, quantity, and retention of physicians in three African countries. Education for health (Abingdon, England), 2013. 26(2): p. 109.
[18] Hamad, B., Community‐oriented medical education: what is it? Medical education, 1991. 25(1): p. 16-22.
[19] Fülöp, T., New approaches to a permanent problem. The integrated development of health services and health manpower. WHO chronicle, 1976. 30(11): p. 433.
[20] Jimma University, Team Training Program Tracer study report. 2013, Jimma University: Jimma, Ethiopia.
[21] Jimma University, Community Based Education Guideline. 2003, Task Force, Jimma University: Jimma, Ethiopia.
[22] Asefa, M., Why Should Students Of The Different Discipline In Jimma University (JU) Be Involved In Community Based Education (CBE)? Ethiopian Journal of Education and Sciences, 2010. 5(1).
[23] Asefa, M., Brief Communication: Imaginative, Innovative, and Creative Curriculum (IICC). Ethiopian Journal of Education and Sciences, 2008. 3(2): p. 107-119.
[24] Hays, R., Community-oriented medical education. Teaching and Teacher Education, 2007. 23(3): p. 286-293.
[25] Kristina, T., G. Majoor, and C. Van der Vleuten, Does Community-Based Education come close to what it should be? A case study from the developing world: students' opinions. EDUCATION FOR HEALTH-ABINGDON-CARFAX PUBLISHING LIMITED-, 2006. 19(2): p. 179.
[26] Squires, D. A., Curriculum alignment: research-based strategies for increasing student achievement. 2009, Thousand Oaks, Calif: Corwin Press.
[27] Ferede, T., et al., An Investigation into the Practice of Community Based Education (CBE) Field Activities: Perceptions, Supervision and Challenges. Ethiopian Journal of Education and Sciences, 2015. 10(1): p. 65-94.
[28] Mpofu, R. and A. Imalingat, The development of an instrument for assessing Community-Based Education of undergraduate students of Community and Health Sciences at the University of the Western Cape. Education for Health (Abingdon, England), 2006. 19(2): p. 166-178.
[29] Shipengrover, J. A. and P. A. James, Measuring instructional quality in community‐orientated medical education: looking into the black box. Medical Education, 1999. 33(11): p. 846-853.
[30] Salvia, J., J. Ysseldyke, and S. Witmer, Assessment: In special and inclusive education. 2012: Cengage Learning.
[31] Webber, K. L., The Use of Learner-Centered Assessment in US Colleges and Universities. Research in Higher Education, 2012. 53(2): p. 201-228.
[32] Falchikov, N., Improving assessment through student involvement: Practical solutions for aiding learning in higher and further education. 2013: Routledge.
[33] Wiliam, D., What is assessment for learning? Studies in Educational Evaluation, 2011. 37(1): p. 3-14.
[34] Brown, G. A., J. Bull, and M. Pendlebury, Assessing student learning in higher education. 2013: Routledge.
[35] Tadesse, T., C. E. Manathunga, and R. M. Gillies, Making sense of quality teaching and learning in higher education in Ethiopia: Unfolding existing realities for future promises. Journal of University Teaching & Learning Practice, 2018. 15(1): p. 4.
[36] Siham, E.-K., Assessment: the road to quality learning. World Journal of Science, Technology and Sustainable Development, 2012. 9(2): p. 99-107.
[37] McDowell, L., et al., Does assessment for learning make a difference? The development of a questionnaire to explore the student response. Assessment & Evaluation in Higher Education, 2011. 36(7): p. 749-765.
[38] Tadesse, T. and R. Gillies, Nurturing Cooperative Learning Pedagogies in Higher Education Classrooms: Evidence of Instructional Reform and Potential Challenges. Current Issues in Education, 2015. 18(2): p. 1-18.
[39] Hernández, R., Does continuous assessment in higher education support student learning? Higher Education, 2012. 64(4): p. 489-502.
[40] Newble, D. and D. Swanson, Psychometric characteristics of the objective structured clinical examination. Medical Education, 1988. 22(4): p. 325-334.
[41] Kibwana, S., et al., Preparing the health workforce in Ethiopia: A Cross-sectional study of competence of anesthesia graduating students. Education for Health, 2016. 29(1): p. 3-9.
[42] Tadesse, T. and W. Melese, The Prevailing Practices and Challenges of Curriculum Reform in Ethiopian Higher Education: Views and Responses from Within. Australian Journal of Teacher Education, 2016. 41(10): p. 87-106.
[43] Saifi, S., et al., Assessing the quality of assessment techniques at higher education level. International Journal of Business and Social Science, 2011. 2(12): p. 273.
Author Information
  • Institute of Health Sciences, Jimma University, Jimma, Ethiopia

  • College of Education and Behavioural Sciences, Jimma University, Jimma, Ethiopia

  • College of Education and Behavioural Science, Addis Ababa University, Addis Ababa, Ethiopia

  • Institute of Health Sciences, Jimma University, Jimma, Ethiopia

  • Institute of Health Sciences, Jimma University, Jimma, Ethiopia

  • Clinton Health Accesses Initiative, Ethiopia Country Office, Human Resource for Health Project, Addis Ababa, Ethiopia

  • College of Education, Michigan State University, East Lansing, United States of America

Cite This Article
  • APA Style

    Shewatatek Gedamu, Bekalu Ferede, Solomon Belay, Tsedeke Asaminew, Tesfamichael Alaro Agago, et al. (2018). Redesigning the Learning Assessment Tools for Community-Based Training Program in the Undergraduate Medical Education at a University in Ethiopia. American Journal of Health Research, 6(4), 103-111. https://doi.org/10.11648/j.ajhr.20180604.18

    Copy | Download

    ACS Style

    Shewatatek Gedamu; Bekalu Ferede; Solomon Belay; Tsedeke Asaminew; Tesfamichael Alaro Agago, et al. Redesigning the Learning Assessment Tools for Community-Based Training Program in the Undergraduate Medical Education at a University in Ethiopia. Am. J. Health Res. 2018, 6(4), 103-111. doi: 10.11648/j.ajhr.20180604.18

    Copy | Download

    AMA Style

    Shewatatek Gedamu, Bekalu Ferede, Solomon Belay, Tsedeke Asaminew, Tesfamichael Alaro Agago, et al. Redesigning the Learning Assessment Tools for Community-Based Training Program in the Undergraduate Medical Education at a University in Ethiopia. Am J Health Res. 2018;6(4):103-111. doi: 10.11648/j.ajhr.20180604.18

    Copy | Download

  • @article{10.11648/j.ajhr.20180604.18,
      author = {Shewatatek Gedamu and Bekalu Ferede and Solomon Belay and Tsedeke Asaminew and Tesfamichael Alaro Agago and Equlinet Misganaw and Tefera Tadesse},
      title = {Redesigning the Learning Assessment Tools for Community-Based Training Program in the Undergraduate Medical Education at a University in Ethiopia},
      journal = {American Journal of Health Research},
      volume = {6},
      number = {4},
      pages = {103-111},
      doi = {10.11648/j.ajhr.20180604.18},
      url = {https://doi.org/10.11648/j.ajhr.20180604.18},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ajhr.20180604.18},
      abstract = {In Ethiopia, the undergraduate medical education is a six-year program, which has three major curricular components, including Pre-medical, preclinical and clinical years. Upon successful completion of every year pre-clinical and clinical courses, students are required to complete community-based training program (CBTP) courses that demand a field work in the nearby community settings. The main intent of these courses is to develop general competencies of the graduates so that they become more socially accountable at the same time ensuring opportunities for lifelong learning in the community through training and services. In a general sense, the learning assessment provides an opportunity for students to improve their skills, reduce anxiety over grading, and improve relationships between learners and teachers. The aim of this study was to evaluate the existing learning assessment tools applied in the CBTP courses and improve them so that they become aligned with the expected graduate competencies specified in the undergraduate medicine curriculum in the University studied. This study used a case study design for the in-depth analysis of the learning assessment tools of CBTP courses. Guided by this, first the study comprises an analysis of the existing assessment tools being practiced in a university studied. Then, three FGDs were held with instructors, department heads, and students who participated in CBTP course implementation of the undergraduate medicine program. This was followed by a consultative workshop with relevant experts in Community-based education (CBE), to identify essential items to be included in the redesigned assessment tools. As a result of this study, the study participants identified the learning domains that were aligned to the core competencies. The corresponding guidelines for each assessment methods were developed. The tools were piloted in the field and they were found very comprehensive and feasible for use in the university studied. The findings of this study were suggested that the redesigned assessment tools can address the basic problems of the existing assessment methods, which were found, fragmented and had higher degrees of subjectivity.},
     year = {2018}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Redesigning the Learning Assessment Tools for Community-Based Training Program in the Undergraduate Medical Education at a University in Ethiopia
    AU  - Shewatatek Gedamu
    AU  - Bekalu Ferede
    AU  - Solomon Belay
    AU  - Tsedeke Asaminew
    AU  - Tesfamichael Alaro Agago
    AU  - Equlinet Misganaw
    AU  - Tefera Tadesse
    Y1  - 2018/11/29
    PY  - 2018
    N1  - https://doi.org/10.11648/j.ajhr.20180604.18
    DO  - 10.11648/j.ajhr.20180604.18
    T2  - American Journal of Health Research
    JF  - American Journal of Health Research
    JO  - American Journal of Health Research
    SP  - 103
    EP  - 111
    PB  - Science Publishing Group
    SN  - 2330-8796
    UR  - https://doi.org/10.11648/j.ajhr.20180604.18
    AB  - In Ethiopia, the undergraduate medical education is a six-year program, which has three major curricular components, including Pre-medical, preclinical and clinical years. Upon successful completion of every year pre-clinical and clinical courses, students are required to complete community-based training program (CBTP) courses that demand a field work in the nearby community settings. The main intent of these courses is to develop general competencies of the graduates so that they become more socially accountable at the same time ensuring opportunities for lifelong learning in the community through training and services. In a general sense, the learning assessment provides an opportunity for students to improve their skills, reduce anxiety over grading, and improve relationships between learners and teachers. The aim of this study was to evaluate the existing learning assessment tools applied in the CBTP courses and improve them so that they become aligned with the expected graduate competencies specified in the undergraduate medicine curriculum in the University studied. This study used a case study design for the in-depth analysis of the learning assessment tools of CBTP courses. Guided by this, first the study comprises an analysis of the existing assessment tools being practiced in a university studied. Then, three FGDs were held with instructors, department heads, and students who participated in CBTP course implementation of the undergraduate medicine program. This was followed by a consultative workshop with relevant experts in Community-based education (CBE), to identify essential items to be included in the redesigned assessment tools. As a result of this study, the study participants identified the learning domains that were aligned to the core competencies. The corresponding guidelines for each assessment methods were developed. The tools were piloted in the field and they were found very comprehensive and feasible for use in the university studied. The findings of this study were suggested that the redesigned assessment tools can address the basic problems of the existing assessment methods, which were found, fragmented and had higher degrees of subjectivity.
    VL  - 6
    IS  - 4
    ER  - 

    Copy | Download

  • Sections