About this item:

682 Views | 940 Downloads

Author Notes:

Correspondence: bsmengistu@gmail.com

BSM designed and implemented the study, collected and analyzed the data, wrote the first draft of the manuscript and edited feedback from the team.

HV designed and implemented the study, collected and analyzed the data, and provided substantial feedback and edits.

DRM, CMK, and JOS designed and implemented the study, collected the data, and provided substantial feedback and edits.

MD, AB, DHM, and HMB designed and implemented the study and provided substantial feedback and edits.

CdR provided substantial feedback and edits.

DLC designed and implemented the study, analyzed data, wrote the second draft of the manuscript, collected and edited feedback from team and revised manuscript for submission.

All authors read and approved the final manuscript.

The authors would like to thank Emory Global Health Institute (EGHI) and Mr. Robert Yellowlees for their support of the project.

We would also like to thank the medical students, faculty members, and administrators who shared their experiences for this evaluation.

The authors declare that they have no competing interests.

This project was submitted to the Institutional Review Boards (IRBs) at Emory University and Addis Ababa University and received letters of determination from both institutions stating that they study did not need IRB review because the project was part of routine educational evaluation and quality improvement.

Verbal informed consent was obtained from all participants prior to data collection.

Subject:

Research Funding:

Funded in part by the Emory Global Health Institute at Emory University and the Office of the U.S. Global AIDS Coordinator (OGAC) and the Health Resources and Services Administration (HRSA) under the terms of the Medical Education Partnership Initiative (MEPI) and Addis Ababa University (grant number: T84HA21124).

Keywords:

  • Social Sciences
  • Education & Educational Research
  • Education, Scientific Disciplines
  • Medical education
  • Africa
  • Evaluation
  • SUB-SAHARAN AFRICA
  • QUALITATIVE RESEARCH
  • EDUCATION
  • MIGRATION
  • CHALLENGES
  • COUNTRIES
  • DOCTORS
  • CARE

Student and faculty perceptions on the rapid scale-up of medical students in Ethiopia

Show all authors Show less authors

Tools:

Journal Title:

BMC Medical Education

Volume:

Volume 17, Number 11

Publisher:

Type of Work:

Article | Final Publisher PDF

Abstract:

Background: Ethiopia is a country of over 94 million people that has a severe physician shortage with approximately only 2.5 physicians per 100,000 persons. Recently, the Ethiopian government implemented a “flood and retain” initiative to rapidly increase the quantity of physicians in Ethiopia. Consequently, medical student enrollment at Addis Ababa University (AAU) School of Medicine increased from 100 to approximately 300-400 students per class. This study evaluated the impact of the rapid scale-up in the number of medical students on the quality of medical education at AAU and the impact of the U.S. government-funded Medical Education Partnership Initiative (MEPI) grant awarded to AAU to provide resources to strengthen the quality of medical education at AAU. Methods: Qualitative, semi-structured, in-depth interviews were conducted with 22 key informants including faculty members, administrators and medical students at AAU. The audio recordings were transcribed verbatim and interview data were analyzed with thematic analysis. Results: Four key themes emerged from the data. Overall, participants perceived a decrease in the quality of medical education at AAU due to challenges created by the rapid scale-up in the number of medical students. Positive learning environments were described as difficult to achieve due to overcrowding in classrooms and the limited numbers of textbooks. Overall, participants stated that infrastructure improvement is needed to provide adequate medical student training. The medical education initiatives implemented and funded by MEPI have provided significant resources to support the medical student curriculum but additional resources are required to accommodate a large student body. Conclusions: The unprecedented rapid scale-up of medical students has impacted multiple facets of medical education at AAU. It is important to consider the perspectives of students and faculty in order to focus future medical education policies, MEPI programming and the allocation of resources.

Copyright information:

© 2017 The Author(s).

This is an Open Access work distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/).
Export to EndNote