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Publication Details
AFRICAN RESEARCH NEXUS
SHINING A SPOTLIGHT ON AFRICAN RESEARCH
Feasibility and sustainability of an interactive team-based learning method for medical education during a severe faculty shortage in Zimbabwe
BMC Medical Education, Volume 14, No. 1, Article 63, Year 2014
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Description
Background: In 2010, in the midst of the human immunodeficiency virus (HIV) epidemic in Zimbabwe, 69% of faculty positions in the Department of Medicine of the University of Zimbabwe College of Health Sciences (UZ-CHS) were vacant. To address the ongoing need to train highly skilled HIV clinicians with only a limited number of faculty, we developed and implemented a course for final-year medical students focused on HIV care using team-based learning (TBL) methods. Methods. A competency-based HIV curriculum was developed and delivered to final-year medical students in 10 TBL sessions as part of a 12 week clinical medicine attachment. A questionnaire was administered to the students after completion of the course to assess their perception of TBL and self-perceived knowledge gained in HIV care. Two cohorts of students completed the survey in separate academic years, 2011 and 2012. Descriptive analysis of survey results was performed. Results: Ninety-six of 120 students (80%) completed surveys. One hundred percent of respondents agreed that TBL was an effective way to learn about HIV and 66% strongly agreed. The majority of respondents agreed that TBL was more stimulating than a lecture course (94%), fostered enthusiasm for the course material (91%), and improved teamwork (96%). Students perceived improvements in knowledge gained across all of the HIV subjects covered, especially in challenging applied clinical topics, such as management of HIV antiretroviral failure (88% with at least a "large improvement") and HIV-tuberculosis co-infection (80% with at least a "large improvement"). Conclusions: TBL is feasible as part of medical education in an African setting. TBL is a promising way to teach challenging clinical topics in a stimulating and interactive learning environment in a low-income country setting with a high ratio of students to teachers. © 2014 Gray et al.; licensee BioMed Central Ltd.
Authors & Co-Authors
Gray, Jacob M.
Zimbabwe, Harare
University of Zimbabwe
United States, Anchorage
Alaska Native Medical Center
Fana, Golden Tafadzwa
Zimbabwe, Harare
University of Zimbabwe
Campbell, Thomas B.
United States, Aurora
University of Colorado School of Medicine
Zimbabwe, Harare
University of Zimbabwe
Hakim, James Gita
Zimbabwe, Harare
University of Zimbabwe
Borok, Margaret Ziona
Zimbabwe, Harare
University of Zimbabwe
Aagaard, Eva M.
United States, Aurora
University of Colorado Anschutz Medical Campus
Zimbabwe, Harare
University of Zimbabwe
Statistics
Citations: 6
Authors: 6
Affiliations: 4
Identifiers
Doi:
10.1186/1472-6920-14-63
Research Areas
Health System And Policy
Infectious Diseases
Study Design
Cross Sectional Study
Cohort Study
Study Approach
Quantitative
Study Locations
Zimbabwe