Competency perception of medical educators in innovative medical curriculum planning and development at Moi University, College of Health sciences

Abstract

The background to this study concerns innovations in medical education curricula and changing health care needs that require constant changes in medical school curricula. Innovative medical curricula provide an opportunity to study perceived competence of educators in innovative medical curriculum planning and development. Competency of educators could be related to innovative medical curriculum planning and development as a making process. The objective of the study was to investigate and determine the competency perception of medical educators in innovative medical curriculum planning and development. The study was a cross-sectional, quantitative and descriptive survey design, conducted at Moi University, College of Health Sciences. The SPICES model on innovative medical curriculum, (Harden, 1984) was the theoretical framework that guided the innovative study. Harden’s ten questions to ask when planning an innovative medical curriculum (Harden, 1986) was the conceptual framework that guided the research process. The methodology involved all educators in the College of Health Sciences and a pretested questionnaire was used to collect data from participants. Quantitative data were collected and analysis was done via SPSS Version 16 for windows. Presentation of data was done using frequency tables. In addressing the research question, respondents were asked to state “What effect does educator’s perceived lack of competence in curriculum planning and development have on an innovative medical curriculum making process”. The study Measured competency perception of educators on innovative medical curriculum planning and development as a process. In the Results, a total of 139 educators participated with 92 (66%) returned, 11 (12%) incomplete and 81 (58%) valid were analysed. Major findings indicate that, while a higher proportion (60.0%) of educators depicts some competence on innovative medical curriculum planning and development, significant proportion (40.0%) exhibit incompetence in developing and implementing PBL, developing curriculum resources and assessment instruments. Significant proportions (30%) were not well equipped in identifying and aligning essential competency domains, management of informatics, critical thinking and research. It was concluded that there is a significant relationship between lack of educator’s competence in curriculum development and innovative medical curriculum planning and development making process. 87.6% of medical educators strongly perceived that lack of educator’s competence on curriculum development has effect on innovative medical curriculum making process Recommendations are that, regular trainings, seminars and conferences on innovative medical curricula issues are recommended for educators. Prospective studies be done to determine relationships between incompetence in innovative medical curriculum planning and development and teaching and learning.