Jurnal Internasional Afrika vol. 9 issue 1 2019
African Journal of Emergency Medicine
Implementation and evaluation of an innovative leadership and teacher training program for non-physician emergency medicine practitioners in Uganda

Jurnal Internasional Afrika vol. 9 issue 1 2019
African Journal of Emergency Medicine
Implementation and evaluation of an innovative leadership and teacher training program for non-physician emergency medicine practitioners in Uganda

Human capacity development
Training and education
Faculty development
Emergency medicine
Low-resource settings
Kirkpatrick

Introduction: Leadership and teaching skills are essential, but not often emphasized, components of medical
training. As emergency care develops as a specialty in Uganda, two cadres of providers are being trained:
physicians and non-physician clinicians (NPCs). Building formal leadership and educator training into these
curricula is essential.
Methods: A week long continuing education (CE) course on leadership and teaching is described and evaluated
for effectiveness using Kirkpatrick’s framework for learner-centred outcomes. The emergency care trained NPCs
participated in a week-long course consisting of lectures, role-playing, and small group discussions, as well as a
personality self-assessment. The evaluation process consisted of: 1) an immediate post-course survey to measure
learner satisfaction, 2) a retrospective, pre/post self-assessment with a Likert-type scoring tool to measure
knowledge gains, and 3) a three-month follow up survey and structured interviews to measure knowledge retention
and behaviour change in practice.
Results: All 15 NPCs participated in the evaluation process. Learner satisfaction was high with an average score
of 9.3 (on a 1–10 scale) for course content, amount learned, and use of time. Participants reported gains in
knowledge for each of the 24 competencies measured, with an average difference in pre- and post-course Likert
scores of 1.11 (on a scale of 1–5). Lastly, all 15 participants shared detailed examples of using course content in
practice three months after the course finished. The most frequently mentioned themes were “giving and receiving
feedback,” “delegating and assigning tasks,” and “communication.”
Conclusion: This course was a successful CE intervention in this setting as measured by Kirkpatrick’s framework.
The most frequently mentioned concepts used in practice point to the NPCs ability to take on leadership roles in
this setting. Further research and evaluation methods should focus on the influence of culture and personalities
on leadership education and translation into practice in an EM setting

Mariel Colell, Mark Bisanzo, Carey Farquhar, Rashidah Nambaziira, Elizabeth Carter, Sarah Gimbel, Gabrielle O'Malley

www.elsevier.com/locate/afjem

4 December 2018

PERI IRAWAN

PDF

ENGLISH

TEXT