The landscape of medical and nursing education is evolving globally, with competency-based curricula (CBC) becoming a focal point for institutions aiming to produce graduates who are well-equipped to meet contemporary health challenges. A recent study titled "Opportunities and Challenges for Implementation of Harmonized Competence-Based Curricula in Medicine and Nursing Programmes in Tanzania: Experiences of Biomedical Sciences’ Stakeholders" provides critical insights into the implementation of CBC in Tanzania. This blog will explore how practitioners can leverage these findings to enhance their skills and encourage further research.
The Need for Competency-Based Education
Competency-based education (CBE) is designed to ensure that students acquire both specific professional competencies and general competencies essential for mastering the operational environment. In Tanzania, the Muhimbili University of Health and Allied Sciences (MUHAS) has pioneered the implementation of structured CBC since 2012. However, despite its potential benefits, the transition has not been without challenges.
Challenges Identified
- Human Resource Constraints: The study highlights a significant shortage of faculty and variation in teaching skills among existing faculty members. This shortage impacts the quality of education delivered to students.
- Curriculum Content Issues: Redundancy in courses and poor sequencing of topics were identified as major issues. Essential courses often receive limited time, affecting the depth of knowledge students acquire.
- Teaching and Learning Environment: Inadequate teaching spaces, under-equipped libraries, and mismatched training facilities pose significant barriers to effective learning.
- Support Systems: While multiple teaching methods are employed, there is room for improvement in leveraging technology to enhance learning experiences.
Opportunities for Improvement
The study also identifies several opportunities that can be harnessed to improve CBC implementation:
- Faculty Development: Investing in faculty training to enhance teaching skills is crucial. This includes formal training in teaching pedagogy and continuous professional development.
- Curriculum Optimization: Streamlining curriculum content to eliminate redundancy and improve sequencing can enhance learning outcomes. Prioritizing essential courses will ensure comprehensive coverage of critical topics.
- Leveraging Technology: Utilizing online platforms like Moodle and simulation labs can address space constraints and provide innovative learning experiences.
- Stakeholder Engagement: Engaging multiple stakeholders from public and private sectors can foster sustainable solutions to the challenges identified.
The Role of Practitioners
Practitioners play a vital role in implementing these improvements. By advocating for faculty development programs, participating in curriculum reviews, and embracing technology-enhanced learning methods, they can contribute significantly to advancing CBC in their institutions.
Encouraging Further Research
This study provides a foundation for further research into CBC implementation across different contexts. Practitioners are encouraged to conduct similar studies within their institutions or collaborate with academic partners to explore innovative solutions tailored to their unique challenges.
Conclusion
The implementation of competency-based curricula in biomedical sciences offers both challenges and opportunities. By addressing these challenges through strategic improvements and stakeholder engagement, practitioners can enhance educational outcomes and better prepare graduates for the demands of modern healthcare environments.
To read the original research paper, please follow this link: Opportunities and Challenges for Implementation of Harmonized Competence-Based Curricula in Medicine and Nursing Programmes in Tanzania: Experiences of Biomedical Sciences’ Stakeholders.
