Jurnal Internasional vol.12 issue 1 2022
African Journal of Emergency Medicine
Perceptions and reflections of early graduates of the first emergency medicine residency program in Ethiopia: A qualitative study
Dublin Core
Title
Jurnal Internasional vol.12 issue 1 2022
African Journal of Emergency Medicine
Perceptions and reflections of early graduates of the first emergency medicine residency program in Ethiopia: A qualitative study
African Journal of Emergency Medicine
Perceptions and reflections of early graduates of the first emergency medicine residency program in Ethiopia: A qualitative study
Subject
Emergency medicine curriculum
Graduate medical education
International health
Global health
Capacity building
Medical curriculum evaluation
Graduate medical education
International health
Global health
Capacity building
Medical curriculum evaluation
Description
Introduction: A bi-institutional partnership between physicians at Addis Ababa University, Ethiopia and the
University of Toronto, Canada led the development and implementation of a novel emergency medicine (EM)
postgraduate training program at Addis Ababa University (AAU). Subsequently, the first three cohorts of trainees
were invited to participate in the evaluation of the curricular components devised and delivered by Toronto EM
physicians as part of the Toronto Addis Ababa Academic Collaboration in EM (TAAAC-EM). We sought to
characterise the strengths and weaknesses of the curriculum to improve it for future trainee cohorts.
Methods: This curriculum assessment used semi-structured, in-depth individual interviews to evaluate compo-
nents of the TAAAC-EM program curriculum. Interviews were conducted with a purposive sampling of graduates
from the first three cohorts of the TAAAC-EM program.
Results: Twelve participants were interviewed. The following themes were identified; The TAAAC-EM program
built a novel EM culture at AAU and shifted teaching from didactic to learner-centered strategies where teachers
serve as role models; The curriculum content of the EM resident program, including didactic and practical
sessions, was well received by the graduates interviewed; Challenges identified included lack of continuity in
training, and difficulties transitioning to practice in a locally nascent field; Participants evaluated the TAAAC-EM
program model as very positive overall, and supported replicating the model by expanding within Ethiopia and
beyond.
Conclusions: The challenges identified in the program, including lack of continuity of clinical teaching and
meeting the local educational resource needs of new graduates, helped inform program adaptations and im-
provements. TAAAC-EM, currently in its eleventh year, is now focused on transitioning full teaching re-
sponsibilities to local faculty and continuing to support a positive EM teaching culture. We believe that this
thriving partnership
University of Toronto, Canada led the development and implementation of a novel emergency medicine (EM)
postgraduate training program at Addis Ababa University (AAU). Subsequently, the first three cohorts of trainees
were invited to participate in the evaluation of the curricular components devised and delivered by Toronto EM
physicians as part of the Toronto Addis Ababa Academic Collaboration in EM (TAAAC-EM). We sought to
characterise the strengths and weaknesses of the curriculum to improve it for future trainee cohorts.
Methods: This curriculum assessment used semi-structured, in-depth individual interviews to evaluate compo-
nents of the TAAAC-EM program curriculum. Interviews were conducted with a purposive sampling of graduates
from the first three cohorts of the TAAAC-EM program.
Results: Twelve participants were interviewed. The following themes were identified; The TAAAC-EM program
built a novel EM culture at AAU and shifted teaching from didactic to learner-centered strategies where teachers
serve as role models; The curriculum content of the EM resident program, including didactic and practical
sessions, was well received by the graduates interviewed; Challenges identified included lack of continuity in
training, and difficulties transitioning to practice in a locally nascent field; Participants evaluated the TAAAC-EM
program model as very positive overall, and supported replicating the model by expanding within Ethiopia and
beyond.
Conclusions: The challenges identified in the program, including lack of continuity of clinical teaching and
meeting the local educational resource needs of new graduates, helped inform program adaptations and im-
provements. TAAAC-EM, currently in its eleventh year, is now focused on transitioning full teaching re-
sponsibilities to local faculty and continuing to support a positive EM teaching culture. We believe that this
thriving partnership
Creator
Nazanin Meshkat, Elayna Fremes , Joanna Burke-Bajaj , Sofia Kebede,
Cheryl Hunchak
Cheryl Hunchak
Source
https://doi.org/10.1016/j.afjem.2021.09.004
Date
28 September 2021
Contributor
peri irawan
Format
pdf
Language
english
Type
text
Files
Citation
Nazanin Meshkat, Elayna Fremes , Joanna Burke-Bajaj , Sofia Kebede,
Cheryl Hunchak, “Jurnal Internasional vol.12 issue 1 2022
African Journal of Emergency Medicine
Perceptions and reflections of early graduates of the first emergency medicine residency program in Ethiopia: A qualitative study,” Repository Horizon University Indonesia, accessed February 5, 2025, https://repository.horizon.ac.id/items/show/1869.
African Journal of Emergency Medicine
Perceptions and reflections of early graduates of the first emergency medicine residency program in Ethiopia: A qualitative study,” Repository Horizon University Indonesia, accessed February 5, 2025, https://repository.horizon.ac.id/items/show/1869.