Perception of the nature and extent of the implementation of the innovative medical education strategy in the college of health sciences Moi University, Eldoret, kenya

Abstract

Background: Globally, teaching of Medical Education has been undergoing rapid changes; moving from traditional teaching methods which encourage rote learning to innovative approaches. Innovative medical education teaching method is preferred because of its structured mode which focuses on Student-centered, Problem-based, Integrated, Community-oriented, Electives and Systematic (SPICES) Model of teaching and learning. In 1990, Faculty of Health Sciences now College of Health Sciences, Moi University started teaching and learning using innovative Medical Education. However, this Model of teaching has not been reviewed for purposes of evaluating its performance. Objective: The objective of the study was to evaluate the perception of the nature and extent of the implementation of the innovative medical education strategy in the College of Health Sciences, Moi University from 1990 to 2016. Methods: The study site was College of Health Sciences, Moi University Eldoret. Descriptive study design was used. Both quantitative and qualitative methods were used. A sample size of 274 students, 136 lecturers and 9 administrators. Self-administered designed questionnaires were used for data collection after piloting at Kenya Medical Training College Eldoret Campus, which were measured against World Federation of Medical Education Global Standards for Quality Improvement and a Checklist. Data was analyzed using SPSS version 22, presented in frequencies, pie – charts, percentages, tables which were used to calculate chi-square to test associations. Findings: Majority of students 179 (72%), preferred to use SPICES Model sighting teamwork and self-directed learning which attracts them to this Model. A cross tabulation was done between the year of study and the method of teaching and learning throughout the College, it revealed fourth year classes had the highest number of students preferring SPICES Model, fourth year classes are both clinical year. These results however had no statistical significance with a statistical p value of 0.205. Lecturers preferred mixed method and this was corroborated by Pearson’s Correlation which showed a strong correlation at 0.052. Challenges found in the program included inadequate training on the use of SPICES Model of teaching and learning, shortage of infrastructure, human resource and teaching materials. Conclusion: The extent of application of innovative teaching and learning methods varies in that students apply SPICES Model in their learning to a great extent. Lecturers moderately apply SPICES Model. Identified resources available for implementation of SPICES Model range from human resource, infrastructure, library, internet, computers and projectors; but they are inadequate. The challenges that exist in the implemented SPICES Model is the inadequacy in training of both lecturers and students in the use of SPICES Model of teaching and learning, shortage in infrastructure, human resource and teaching materials. Recommendations: The College management should: - Conduct further research to investigate the differences in the levels of application of the implemented innovative Medical Education among students and lecturers at the College of Health Sciences, Moi University. Invest more on the resources as this will improve the uptake of implemented innovative Medical Education Strategy. Apart from the first training of both students and lecturers in the use of SPICES Model; same training should be repeated when they will have used the SPICES Model because students and lecturers will be in a position to discuss the encountered challenges in the implemented innovative Medical Education Strategy.