Advances in clinical education: a model for infectious disease training for mid-level practitioners in Uganda

• Published in: International journal of infectious diseases Vol. 16; no. 10; pp. e708 - e713
• Main Authors: Miceli, Antonina, Sebuyira, Lydia Mpanga, Crozier, Ian, Cooke, Molly, Naikoba, Sarah, Omwangangye, Aquilla Priscilla, Rayko-Farrar, Lisa, Ronald, Allan, Tumwebaze, Margaret, Willis, Kelly S, Weaver, Marcia R
• Format: Journal Article
• Language: English
• Published: Canada Elsevier Ltd 01.10.2012
• Subjects: Africa South of the Sahara; Clinical Competence; Communicable Disease Control; Communicable Diseases; Developing Countries; Education, distance; Education, medical, continuing; Education, Medical, Continuing - trends; Education, nursing, continuing; Education, Nursing, Continuing - trends; Humans; In-service training; Infectious Disease; Inservice Training; Pulmonary/Respiratory; Uganda; Uganda; Clinical competence; Africa South of the Sahara; Education, medical, continuing; Education, nursing, continuing; In-service training; Education, distance
• ISSN: 1201-9712; 1878-3511
• DOI: 10.1016/j.ijid.2012.07.003

Summary Advances in health professional education have been slow to materialize in many developing countries over the past half-century, contributing to a widening gap in quality of care compared to developed countries. Recent calls for reform in global health professional education have stressed, among other priorities, the need for approaches that strengthen clinical reasoning skills. While the development of these skills is critical to enhance health systems, little research has been carried out on the effectiveness of applying these strategies in the context of severe human resource shortages and complex disease presentations. Integrated Infectious Disease Capacity Building Evaluation (IDCAP) based at the Infectious Diseases Institute at Makerere University created a training program using current best practices in clinical education to support the development of complex reasoning skills among clinicians in rural Uganda. Over a period of 9 months, the program integrated classroom and clinic-based training approaches and measured indicators of success with particular reference to common infectious diseases. This article describes in detail the IDCAP approach to integrating advances in health professional education theory in the context of an overburdened, inadequately resourced primary health care system; results from the evaluation are expected in 2012.