COBES DEFINITION OF: A LEARNING STRATEGY. SERVICE-LEARNING
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Transcript of COBES DEFINITION OF: A LEARNING STRATEGY. SERVICE-LEARNING
COBESDEFINITION OF:
A LEARNING STRATEGY.
SERVICE-LEARNING
RATIONALE OF COBES PROGRAMMES IN GENERAL
WHY?
Community-Based Education may contribute to the solution of the problem of
inequity in service delivery
Prevention and health
promotion as well
as curative
care
makes health services
available to the
community as soon as
students begin to learn in
that community
The school may play an influential
role in regional health policy
development (through
its staff, students
and graduates)
RATIONALE OF COBES PROGRAMMES IN GENERAL
WHY?
CBE may improve health professions education
Contextual learning (close
resemblance between
the learning situation and “real life” leads to better
performance)
Enables students to
relate theoretical knowledge
and practical training
CBE may equip
students with
competencies which they will
never learn
otherwise
RATIONALE OF COBES PROGRAMMES IN GENERAL
WHY?
CBE offers
students an
opportunity to
learn and work with
other health
professionals
CBE renders opportunities
for partnership between the community, university
and government
CBE may help to develop
and update
the curriculum using health priority
data
It serves the purpose of a health-oriented physician education (HOPE) rather than a disease-oriented physician education (DOPE)
Handbook of Community-Based Education, Schmidt et al, 2000
Its aim is to produce community-oriented health workers who are able and willing to serve their communities and deal effectively with health problems at primary, secondary and tertiary level HOPE DOPE
RATIONALE OF COBES PROGRAMME
MAKARERE UNIVERSITY KAMPALA
(Dr. Andrew Mwanika, COBES workshop, MUK, 2nd – 5th of August 2005)
•To facilitate the placement of the university’s graduates in the districts. As most of them are born and grow up in urban areas, they - understandably - have little to bind them to rural districts.
RATIONALE OF COBES PROGRAMME
MAKARERE UNIVERSITY KAMPALA
(Dr. Andrew Mwanika, COBES workshop, MUK, 2nd – 5th of August 2005)
•To facilitate the placement of the university’s graduates in the districts. As most of them are born and grow up in urban areas, they - understandably - have little to bind them to rural districts.
•To achieve contextual learning, by confronting students with the day-to-day realities of the health care delivery system in Uganda from the early stages of their training
RATIONALE OF COBES PROGRAMME
MAKARERE UNIVERSITY KAMPALA
(Dr. Andrew Mwanika, COBES workshop, MUK, 2nd – 5th of August 2005)
•To facilitate the placement of the university’s graduates in the districts. As most of them are born and grow up in urban areas, they - understandably - have little to bind them to rural districts.
•To achieve contextual learning, by confronting students with the day-to-day realities of the health care delivery system in Uganda from the early stages of their training
•To integrate the priority health programmes of the Ministry of Health in to the undergraduate medical education
RATIONALE OF COBES PROGRAMME
MAKARERE UNIVERSITY KAMPALA
(Dr. Andrew Mwanika, COBES workshop, MUK, 2nd – 5th of August 2005)
•To facilitate the placement of the university’s graduates in the districts. As most of them are born and grow up in urban areas, they - understandably - have little to bind them to rural districts.
•To achieve contextual learning, by confronting students with the day-to-day realities of the health care delivery system in Uganda from the early stages of their training
•To integrate the priority health programmes of the Ministry of Health in to the undergraduate medical education
COBES MUK
SO WHAT?
OR
WHAT CAN WE DO?
• HOW CAN OUR DEPARTMENT BENEFIT FROM THE COBES PROGRAM?
• HOW CAN THE COBES PROGRAM BE STRENGHTENED BY OUR DEPARTMENT?
End
WHAT IS COBES?A compulsory component of the curriculum
students can not graduate if they do not take part in COBESA response to certain needs in the country:
• maldistribution of health professionals: rural urban
• graduates lack knowledge about community health needs
• graduates will work in decentralized district health services
• graduates lack leadership and management skills
• need for more community research
• graduates lack cultural competence
COBES GOALS
• To integrate priority national health programs into the undergraduate training program
• To produce graduates who are well equipped to function effectively in the districts
• Serve as a tool for integrating strategic and synergic interests
COBES OBJECTIVES• Acclimatization
• Home based care
• School health
• Community participation
• Facility based activities
• Management and administration
• Partnerships with CBO’s
• Curricular objectives (tutorials)
STRUCTURE OF COBES
• Pre-placement
- district entry
- criteria of site selection
- training of site tutors
- briefing of students
- grouping of students
- student and tutor guides
- money
STRUCTURE OF COBES
• COBES activities
First
semesterSecond
semesterReces
s
1st year
8 weeks (2+6)
2nd year
5 weeks (4+1)
3rd year
5 weeks (4+1)
4th year
5 weeks (4+1)
5th year No specific COBES activities
5 weeks(4 + 1)
STRUCTURE OF COBES
• Supervision
- site tutor
- faculty of MUK-FoM
• Assessment
- progressive (logbooks / reports)
- panel assessment
- summative
Group work
BENEFITS OF COBES
• Now three years of experience and students remain positive (even less complaints than previously)
• Communities and staff at the health care facilities are very happy about the programme
• District authorities also very pleased, several districts wanting to be included as well
BENEFITS OF COBES
• Students have learned a lot of practical skills but also knowledge about the health care system and traditional health care
• Faculty staff is exposed to community health problems as well as the students
• Partnership with AIM track patients in the community (e.g. all medicines mixed up together, lack of treatment education)
CHALLENGES
• Sustainability
- fees - partnerships - donor support
• Supervision
- high turnover of site tutors
- “touristic visits” by faculty staff
• Learning materials
• Administration
• Assessment