Browsing by Author "Gonzaga Mubuuke, Aloysius"

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    The Intricate Relationship Between a Medical School and a Teaching Hospital: A Case Study in Uganda
    (Education for Health (Abingdon, England), 2014) Gonzaga Mubuuke, Aloysius; Businge, Francis; Mukule, Emmanuel
    The relationship between medical schools and teaching hospitals is full of opportunities but also challenges even though they have complementary goals that could enhance each other. Although medical schools and teaching hospitals may face some similar challenges around the world, there could be context-specific observations that differ in resource-rich versus resource-limited settings. The purpose of this study was to investigate factors that are perceived to have influenced the relationship between a medical school and a teaching hospital in Uganda, a resource-limited setting. Methods—This was a cross-sectional, descriptive study in which key informant individual interviews were conducted with senior administrators and senior staff members of the Mulago Hospital and Makerere University Medical School. The interviews explored factors perceived to have favoured the working relationship between the two institutions, challenges faced and likely future opportunities. Both quantitative and qualitative data were generated. Thematic analysis was used with the qualitative data. Results—Respondents reported a strained relationship between the two institutions, with unfavourable factors far outweighing the favourable factors influencing the relationship. Key negative reported factors included having different administrative set-ups, limited opportunities to share funds and to forge research collaborations, unexploited potential of sharing human resources to address staff shortages, as well as a lack of a memorandum of understanding between the two institutions. Discussion—This study identifies barriers in the existing relationship between a teaching hospital and medical college in a resource-poor country. It proposes a collaborative model, rather than competitive model, for the two institutions that may work in both resource-limited and resource-rich settings.
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    Remote Learning and Teaching in Southern Africa: A Case Study of Health Professions Education Institutions
    (Research Square, 2021) Chipamaunga, Shalote; Nestai Nyoni, Champion; Nantamu Kagawa, Mike; Wessels, Quenton; Kafumukache, Elliot; Gwini, Rudo; Kandawasvika, Gwendoline; Katowa-Mukwato, Patricia; Masanganise, Rangarirai; Nyamakura, Rudo; Nyawata, Idah; Pretorius, Louise; Dithole, Kefalotse; Marimo, Clemence; Gonzaga Mubuuke, Aloysius; Nalugo Mbalinda, Scovia; Jean van der Merwe, Lynette; Prozesky, Detlef
    Southern Africa, like other parts of the world, has always strived to deliver quality health professions education. These efforts have been influenced to a larger extent by the socio-economic and cultural context of the region, but also by what happens globally. The global disruption caused by the COVID-19 pandemic necessitated the implementation of emergency remote teaching (ERT) to continue delivering on the mandate of educating future health professionals in 2020. The purpose of this research was to describe the change process through which selected health professions education institutions (HPEIs) in the Southern African region adjusted their academic programmes for remote learning and teaching during the COVID-19 related pandemic. Methods A mixed methods study with a case study design was applied using the ADKAR model as a conceptual framework for data interpretation. The study population consisted of educators, students, and administrators in undergraduate medical and nursing programmes from six institutions in five countries. Results A total of 1,307 respondents provided data for the study. Many of the institutions were caught off-guard when most educators and almost all students were required to leave their universities and go into isolation at home. Stakeholders immediately became aware of the need to adopt online approaches as an emergency measure. In all programmes, educators, students, and administrators agreed that they should change and wanted to change, and some students realised that they had to take charge of their own learning independently. Overall educators reported confidence with the use of standard Microsoft software, while knowledge of learning management systems proved more challenging for both educators and students. Many stakeholders, especially students and administrators, reported uncertainty about their ability to function in the new reality. Conducive family dynamics, a quiet space to study, good connectivity, a reliable electricity supply and appropriate devices were reported to reinforce learning and teaching. Conclusions The findings highlight the need to scale up educational infrastructure, prioritise strategic directives, drive continuous professional development of educators and foster co-constructivist approaches towards student centered education, including formal online learning.
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    Self-Reported Competence and Impact of Research Training among Medical Radiography Graduates from a Developing Country
    (Journal of Medical Imaging and Radiation Sciences, 2019) Gonzaga Mubuuke, Aloysius; Businge, Francis
    Research output from radiographers in developing countries is generally low. This could be attributable to a lack of basic research skills. One way of improving this is research training for undergraduate radiography students. The objective of this study was to assess the self-reported competence of graduate radiographers regarding the research skills obtained during their undergraduate training, as well as the impact of this research training to their work. Methods: A cross-sectional descriptive survey was sent to 70 radiography graduates who had received research training. Data from the radiography graduates were collected electronically using self-administered questionnaires. The questionnaire responses were tallied, counted, and analysis was carried out using MS Excel. Results: The response rate of the radiographers was 71.4%. 70% of the radiographers were males, and 30% were females. 70% of the radiographers reported being competent in identifying a research problem, and 80% rated themselves as competent in formulating a research question. 44% reported being competent in appraising relevant literature, and 64% were able to formulate appropriate conclusions and recommendations from their research work. 76% of the radiographers were involved in some research activities in their places of work, and 50% of them expressed willingness to continue engaging in research activities. Conclusions: Most of the graduate radiographers who participated in this study reported being competent in research skills attained, with over 50% willing to continue engaging in research activities.
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    Standardizing assessment practices of undergraduate medical competencies across medical schools: challenges, opportunities and lessons learned from a consortium of medical schools in Uganda
    (Pan African Medical Journal, 2014) Gonzaga Mubuuke, Aloysius; Mwesigwa, Catherine; Maling, Samuel; Rukundo, Godfrey; Kagawa, Mike; Lagoro Kitara, David; Kiguli, Sarah
    Health professions education is gradually moving away from the more traditional approaches to new innovative ways of training aimed at producing professionals with the necessary competencies to address the community health needs. In response to these emerging trends, Medical Education for Equitable Services to All Ugandans (MESAU), a consortium of Ugandan medical schools developed key competencies desirable of graduates and successfully implemented Competency Based Education (CBE) for undergraduate medical students. Objectives: to examine the current situation and establish whether assessment methods of the competencies are standardized across MESAU schools as well as establish the challenges, opportunities and lessons learned from the MESAU consortium. Methods: It was a cross-sectional descriptive study involving faculty of the medical schools in Uganda. Data was collected using focus group discussions and document reviews. Findings were presented in form of themes. Results: Although the MESAU schools have implemented the developed competencies within their curricular, the assessment methods are still not standardized with each institution having its own assessment procedures. Lack of knowledge and skills regarding assessment of the competencies was evident amongst the faculty. The fear for change amongst lecturers was also noted as a major challenge. However, the institutional collaboration created while developing competencies was identified as key strength. Conclusion: Findings demonstrated that despite having common competencies, there is no standardized assessment blue print applicable to all MESAU schools. Continued collaboration and faculty development in assessment is strongly recommended.