التفاصيل البيبلوغرافية
| العنوان: |
Engagement of stakeholders in the development of generic medical and nursing curricula in Tanzania through media outlets and social media. |
| المؤلفون: |
Mloka, D., Tarimo, E., Sirili, N., Kulanga, A., Nyongole, O., Mtui, H., Mteta, A., Bartlett, Mshana, S., Moshi, E. Kaaya M. |
| المصدر: |
African Journal of Health Professions Education; Mar2024, Vol. 16 Issue 1, p2-7, 6p |
| مصطلحات موضوعية: |
TEACHER development, SOCIAL media, CLINICAL supervision, CHRISTIAN universities & colleges, CURRICULUM planning, PHYSICIANS |
| مصطلحات جغرافية: |
TANZANIA |
| مستخلص: |
Background. The Catholic University of Health and Allied Health Sciences, Kilimanjaro Christian Medical University College and Muhimbili University of Health and Allied Sciences teamed up to address gaps in the training curricula for medical doctors and nurses with the aim of developing harmonised curricular templates that would be comprehensive and suit national objectives. Objectives. To share experiences and lessons learned in engaging stakeholders using social media as an additional method to collect information on curricular gaps and ideas to develop harmonised medical and nursing curricula. Methods. Pictures, newsprint extracts, and videos of face-to-face events in the curriculum development process and project and a curriculum advert were posted on Facebook, Twitter and YouTube and used to engage stakeholders, including regulatory bodies, health professional councils, graduates, students, practitioners, health training institutions, private and public employers, internship supervisors, faculty and the public. Reactions, comments and post insights from stakeholder postings, in both Swahili and English, were analysed manually and categorised into four types of messages: congratulatory, comments on the process and expected outcomes, curricular gaps, and faculty development needs to implement new curricula. Results. A total of 69 290 stakeholders were engaged via Facebook and 229 via Twitter. A total of 13 553 (19.6%) Facebook and 179 (78.2%) Twitter comments were directly related to gaps in current curricula and graduate competencies. Other inputs received through social media were on faculty development needs to implement harmonised curricula and the project in general. Conclusion. This was the first attempt to engage curriculum stakeholders using social media for the development of harmonised curricula in Tanzania. The impact of social media in providing relevant inputs for curriculum development was significant. Use of social media, with multiple language options, is an economical and efficient way to reach a large number of stakeholders for curriculum quality improvement. [ABSTRACT FROM AUTHOR] |
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| قاعدة البيانات: |
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