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DC Field | Value | Language |
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dc.contributor.author | Larson, P.R | - |
dc.contributor.author | Chege, P. | - |
dc.contributor.author | Dahlman, B. | - |
dc.contributor.author | Gibson, C. | - |
dc.date.accessioned | 2021-01-20T13:27:21Z | - |
dc.date.available | 2021-01-20T13:27:21Z | - |
dc.date.issued | 2017-03 | - |
dc.identifier.uri | http://ir.mu.ac.ke:8080/jspui/handle/123456789/3948 | - |
dc.description.abstract | BACKGROUND AND OBJECTIVES: High-quality family medicine education is needed in sub-Saharan Africa to facilitate the future growth of primary care health systems. Current faculty educators recognize the value of dedicated teacher training and ongoing fac-ulty development. However, they are constrained by inadequate faculty development program availability and institutional support. METHODS: A cross-sectional study design was used to conduct a qualitative needs assessment comprised of 37 in-depth, semi-structured interviews of individual faculty trainers from postgradu-ate family medicine training programs in eight sub-Saharan African countries. Data were analyzed according to qualitative description. RESULTS: Informants described desired qualities for a family med-icine educator in sub-Saharan Africa: (1) pedagogical expertise in topics and perspectives unique to family medicine, (2) engage-ment in self-directed, lifelong learning, and (3) exemplary character and behavior that inspires others. Informant recommendations to guide the development of faculty development programs include: (1) sustainability, partnership, and responsiveness to the needs of the institution, (2) intentional faculty development must begin early and be supported with high-quality mentorship, (3) presumptions of teaching competence based on clinical training must be over-come, and (4) evaluation and feedback are critical components of faculty development.. CONCLUSIONS: High-quality faculty development in family medicine is critically important to the primary care workforce in sub-Saharan Africa. Our study describes specific needs and recom-mendations for family medicine faculty development in sub-Saha-ran Africa. Next steps include piloting and evaluating innovative models of faculty development that respond to specific institu-tional or regional needs. | en_US |
dc.language.iso | en | en_US |
dc.publisher | Fam Med. | en_US |
dc.subject | Family medicine | en_US |
dc.title | Future of family medicine faculty development in sub-saharan Africa | en_US |
dc.type | Article | en_US |
Appears in Collections: | School of Medicine |
Files in This Item:
File | Description | Size | Format | |
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FamilyMedicineVol49Issue3Larson203.pdf | 266.92 kB | Adobe PDF | View/Open |
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