Experiences of clinical teaching-learning among medical and nursing graduates during internship and their supervisors in Tanzania
Abstract Background Health professions training in Tanzania has gradually adopted the competency-based curricula (CBC) approach that focuses on learners’ acquisition of competencies in knowledge skills and aptitude. Feedback from the graduates is crucial for improving CBC implementation and review t...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
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Springer
2022-11-01
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| Series: | Discover Education |
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| Online Access: | https://doi.org/10.1007/s44217-022-00018-7 |
| _version_ | 1828330349824835584 |
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| author | Lilian Teddy Mselle Edith A. M. Tarimo Doreen Mloka Dickson Ally Mkoka Haruna Dika Rose Mjawa Laisser Nathanael Sirili Judy Martin-Holland |
| author_facet | Lilian Teddy Mselle Edith A. M. Tarimo Doreen Mloka Dickson Ally Mkoka Haruna Dika Rose Mjawa Laisser Nathanael Sirili Judy Martin-Holland |
| author_sort | Lilian Teddy Mselle |
| collection | DOAJ |
| description | Abstract Background Health professions training in Tanzania has gradually adopted the competency-based curricula (CBC) approach that focuses on learners’ acquisition of competencies in knowledge skills and aptitude. Feedback from the graduates is crucial for improving CBC implementation and review to ensure that graduates acquire clinical competencies and thus improve patient care. Objectives To explore the teaching–learning experiences of medical and nursing graduates during their internship and their supervisors in three teaching hospitals. Methods Exploratory qualitative data from in-depth interviews and focus group discussions were analysed using a content analysis framework. Medical and nursing graduates who were in an internship program in three teaching hospitals in Tanzania were conveniently recruited based on their availability during the data collection period. Results The use of clinical logbooks, guidelines and protocols, bedside teaching, mentorship, and supervision were important for the acquisition of clinical competencies. Graduates demonstrated inadequate clinical competency including confidence, commitment, and professionalism because of a lack of clear clinical guidelines and protocols, inadequate bedside teaching including supervision by faculty and ineffective communication and feedback. Conclusions Clinical teaching–learning tools and approaches facilitate students’ acquisition of clinical competencies. However, inadequate use of guidelines and protocols, bedside teaching, clinical supervision and effective communication was observed. Use of these clinical teaching approaches should be emphasized for students’ clinical competency acquisition. |
| first_indexed | 2024-04-13T20:39:05Z |
| format | Article |
| id | doaj.art-8cbc7117dcd74eaea3c198d645dac8e1 |
| institution | Directory Open Access Journal |
| issn | 2731-5525 |
| language | English |
| last_indexed | 2024-04-13T20:39:05Z |
| publishDate | 2022-11-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj.art-8cbc7117dcd74eaea3c198d645dac8e12022-12-22T02:30:57ZengSpringerDiscover Education2731-55252022-11-011111210.1007/s44217-022-00018-7Experiences of clinical teaching-learning among medical and nursing graduates during internship and their supervisors in TanzaniaLilian Teddy Mselle0Edith A. M. Tarimo1Doreen Mloka2Dickson Ally Mkoka3Haruna Dika4Rose Mjawa Laisser5Nathanael Sirili6Judy Martin-Holland7School of Nursing, Muhimbili University of Health and Allied SciencesSchool of Nursing, Muhimbili University of Health and Allied SciencesSchool of Pharmacy, Muhimbili University of Health and Allied SciencesSchool of Nursing, Muhimbili University of Health and Allied SciencesWeill Bugando School of Medicine, Catholic University of Health and Allied SciencesArchbishop Antony Mayala School of Nursing, Catholic University of Health and Allied SciencesSchool of Public Health and Social Sciences, Muhimbili University of Health and Allied SciencesSchool of Nursing, Institute for Global Health Sciences, University of CaliforniaAbstract Background Health professions training in Tanzania has gradually adopted the competency-based curricula (CBC) approach that focuses on learners’ acquisition of competencies in knowledge skills and aptitude. Feedback from the graduates is crucial for improving CBC implementation and review to ensure that graduates acquire clinical competencies and thus improve patient care. Objectives To explore the teaching–learning experiences of medical and nursing graduates during their internship and their supervisors in three teaching hospitals. Methods Exploratory qualitative data from in-depth interviews and focus group discussions were analysed using a content analysis framework. Medical and nursing graduates who were in an internship program in three teaching hospitals in Tanzania were conveniently recruited based on their availability during the data collection period. Results The use of clinical logbooks, guidelines and protocols, bedside teaching, mentorship, and supervision were important for the acquisition of clinical competencies. Graduates demonstrated inadequate clinical competency including confidence, commitment, and professionalism because of a lack of clear clinical guidelines and protocols, inadequate bedside teaching including supervision by faculty and ineffective communication and feedback. Conclusions Clinical teaching–learning tools and approaches facilitate students’ acquisition of clinical competencies. However, inadequate use of guidelines and protocols, bedside teaching, clinical supervision and effective communication was observed. Use of these clinical teaching approaches should be emphasized for students’ clinical competency acquisition.https://doi.org/10.1007/s44217-022-00018-7Clinical teaching–learning experiencesCompetenciesMedical and nursing graduatesSupervisorsTanzania |
| spellingShingle | Lilian Teddy Mselle Edith A. M. Tarimo Doreen Mloka Dickson Ally Mkoka Haruna Dika Rose Mjawa Laisser Nathanael Sirili Judy Martin-Holland Experiences of clinical teaching-learning among medical and nursing graduates during internship and their supervisors in Tanzania Discover Education Clinical teaching–learning experiences Competencies Medical and nursing graduates Supervisors Tanzania |
| title | Experiences of clinical teaching-learning among medical and nursing graduates during internship and their supervisors in Tanzania |
| title_full | Experiences of clinical teaching-learning among medical and nursing graduates during internship and their supervisors in Tanzania |
| title_fullStr | Experiences of clinical teaching-learning among medical and nursing graduates during internship and their supervisors in Tanzania |
| title_full_unstemmed | Experiences of clinical teaching-learning among medical and nursing graduates during internship and their supervisors in Tanzania |
| title_short | Experiences of clinical teaching-learning among medical and nursing graduates during internship and their supervisors in Tanzania |
| title_sort | experiences of clinical teaching learning among medical and nursing graduates during internship and their supervisors in tanzania |
| topic | Clinical teaching–learning experiences Competencies Medical and nursing graduates Supervisors Tanzania |
| url | https://doi.org/10.1007/s44217-022-00018-7 |
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