COBES DEFINITION OF: A LEARNING STRATEGY. SERVICE-LEARNING

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COBES DEFINITION OF: A LEARNING STRATEGY. SERVICE-LEARNING

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COBES DEFINITION OF: A LEARNING STRATEGY. SERVICE-LEARNING. RATIONALE OF COBES PROGRAMMES IN GENERAL. Community-Based Education may contribute to the solution of the problem of inequity in service delivery. - PowerPoint PPT Presentation

Transcript of COBES DEFINITION OF: A LEARNING STRATEGY. SERVICE-LEARNING

Page 1: COBES DEFINITION OF: A LEARNING STRATEGY. SERVICE-LEARNING

COBESDEFINITION OF:

A LEARNING STRATEGY.

SERVICE-LEARNING

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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)

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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

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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

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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

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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.

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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

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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

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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

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SO WHAT?

OR

WHAT CAN WE DO?

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• HOW CAN OUR DEPARTMENT BENEFIT FROM THE COBES PROGRAM?

• HOW CAN THE COBES PROGRAM BE STRENGHTENED BY OUR DEPARTMENT?

End

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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

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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

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COBES OBJECTIVES• Acclimatization

• Home based care

• School health

• Community participation

• Facility based activities

• Management and administration

• Partnerships with CBO’s

• Curricular objectives (tutorials)

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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

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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)

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STRUCTURE OF COBES

• Supervision

- site tutor

- faculty of MUK-FoM

• Assessment

- progressive (logbooks / reports)

- panel assessment

- summative

Group work

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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

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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)

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CHALLENGES

• Sustainability

- fees - partnerships - donor support

• Supervision

- high turnover of site tutors

- “touristic visits” by faculty staff

• Learning materials

• Administration

• Assessment