Etsegenet Gedlu, Amezene Tadesse, Danelle Cayea, Meg Doherty, Abebe Bekele, Amha Mekasha, Miliard Derbew, Julianna Jung
Ethiopian Medical Journal 2015, Suppl 2: 1-8

BACKGROUND: As one of the countries in Sub-Saharan Africa with a low physician to population ratio, Ethiopia has sought to mitigate the problem by increasing the number of students enrolling in the existing medical schools. This increase in enrolment was not accompanied by expansion of clinical training venues, which has resulted in less patient contact time for each student. As part of the solution to fill the gap simulation-based teaching was introduced.

OBJECTIVE: To describe the process of introducing Simulation based medical education (SBME) at Addis Ababa University College of Health Sciences, school of medicine.

METHODS: Two rounds of intensive training was given by John Hopkins in collaboration with Medical Education partner Initiative (MEPI). to the core clinical educators to introduce them the six-step model of curriculum development for medical education and standardized patient (SP) techniques with the ultimate aim of introducing SPs in the teaching and learning process for medical students. The training included didactic and workshop elements, with group work and created complete educational modules. Each pre and post course assessment of experience and attitude were surveyed. Data was analyzed in aggregate using paired t -test to compare pre and post course means.

RESULTS: There were total of 22 faculty members participated in the first group ,the majority of whom had no prior training in curriculum development or SBME and were skeptical of the value of SBME, as evidenced in their survey responses. (3.42/5 in Likert scale 1 = least 5 = most) at the end of the course the participant were comfortable with the concept of curriculum development the rating increased to 4.45/5 (P < 0.0001) and they embraced more favorable attitudes regarding the feasibility and desirability of simulation with Likert Scale 4.01/5 to 4.51 (P < 0.0001). In the second course, there were 16 participant and the majority had no prior experience with simulation and/or SP encounters. Their Baseline attitudes among participants in the second course were more favourable than in the first course, with a mean precourse Likert score of 4.24/5. Mean post course score was 4.43/5 (p = 0.1003), which did not represent a significant increase. The largest pre/post increases were seen for questions regarding accuracy of SP portrayal of specific clinical conditions (3.93 to 4.43, p = 0.0011), and enjoyability of incorporating SP activities into curricula (4.33 to 4.73, p = 0. 0281). After the course, the faculty remained particularly sceptical of the role of SPs in grading students (3.43/5). Both courses were well received, with 95% reporting they learned what they had hoped to learn.

CONCLUSION: Training courses at CHS were successful for generating enthusiasm about simulation, and improving participant attitudes regarding the usefulness and feasibility of this educational method.

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