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<div>Introduction: Many deaths in Sub-Saharan Africa are preventable with provision of skilled healthcare. Unfortunately, skills decay after training. We determined the feasibility of implementing an interprofessional (IP) simulation-based educational curriculum in Uganda and evaluated the possible impact of this curriculum on teamwork, clinical skills (CSs), and knowledge among undergraduate medical and nursing students.</div><div></div><div></div><div></div><div></div><div></div><div>new curriculum in uganda pdf 2020 download</div><div></div><div>DOWNLOAD: https://t.co/p4WembAj4Z </div><div></div><div></div><div>Background: Uganda continues to depend on a health system without a well-defined emergency response system. This is in the face of the rising cases of out-of-hospital cardiac arrest contributed largely to the high incidence of road traffic accidents. Non-communicable diseases are also on the rise further increasing the incidence of cardiac arrest. Medical students are key players in the bid to strengthen the health system which warrants an assessment of their knowledge and attitude towards BLS inclusion in their study curriculum.</div><div></div><div></div><div>The data was collected during a fieldwork visit between June and July 2007 in Uganda. All the eight schools which were selected to pilot thematic curriculum in Kampala were visited. These were all government aided, so called UPE schools. The criteria for school selection were decided upon by National Curriculum Development Centre (NCDC), yet the actual selection of schools was done by the District Inspectorate of Schools. The criteria included geographical location, socio-economic background of</div><div></div><div></div><div>The findings of the study suggest that although teachers were in general enthusiastic about the new curriculum and appreciated the improvements they have noticed in their students, they were also rather critical of a variety of issues over the curriculum and the implementation process. These issues range from heavy load of the curriculum to lack of teaching and learning materials, from large classes to inadequate teacher training. Yet, most of the criticisms were concerned with the</div><div></div><div></div><div>H|+lya Kosar Altinyelken is a doctoral candidate at the Amsterdam Institute for Metropolitan and International Development Studies (AMIDSt) at the University of Amsterdam, The Netherlands. She conducts research on issues relating to education reform, curriculum change, pedagogical renewal and child-centred pedagogy in Uganda and Turkey.</div><div></div><div></div><div></div><div></div><div></div><div></div><div>Paul Mulyamboga is a 4th year medical student and MSFC chapter leader at St Augustine International University in Kampala, Uganda. The chapter recently advocated for abortion education to be included in the curriculum, changes that were unprecedented at any medical schools in Uganda. After months of advocacy, culminating in a two-week student-run pilot program in April, university officials voted to include medication abortion education in all years of study. The changes will be implemented this summer.</div><div></div><div></div><div>Despite the burden unsafe abortion places on both society and pregnant women, medical students in Uganda are not being taught the necessary skills to manage patients who have had unsafe abortions, nor are we taught safe medical abortion. As we are an international university with over half of students hailing from other countries including Australia, Tanzania, India, Nigeria, and more, we need to pass on information to them regardless of Ugandan law. Additionally, the foreign students would benefit from taking this knowledge back to their countries, where they will be practicing in different settings and abortion may be legal. I wanted to see to it that all medical students in our university finish their 5th year with practical skills to manage and provide safe abortion. This desire drove me to write a proposal for curriculum change and request the university to allow us to present it to the university senate.</div><div></div><div></div><div>In order to demonstrate to the administrators how the curriculum reform would be implemented in the following academic year, we created a 2 week pilot training in the form of training in each year of study. It was a student-led initiative to help show the administrators how our reforms would be done and how the university should plan for them. With funding from MSFC, we held ten lectures over two weeks, taught by supportive instructors. This included lectures on contraception, medication abortion, and legal and policy considerations. In order to demonstrate the effectiveness of the pilot program, we designed a survey for participants. 70% of those who took the course thought that the proposed reforms would be very useful, and 55% said they would plan to incorporate abortion services into their future practice.</div><div></div><div></div><div>Uganda is divided into four administrative regions, 15 sub-regions, 127 districts, and various other subdivisions. Population growth and the continual reorganization of local governments have resulted in a proliferation of districts, which grew from 16 in 1959 to 121 in 2017. Five traditional kingdoms, restored in 1993, also exist alongside the central government. Despite continual calls for a decentralized, federal constitution, particularly from the kingdom of Buganda, these kingdoms are only authorized to act as cultural authorities, and lack real political and administrative power.</div><div></div><div></div><div>The National Curriculum Development Center (NCDC) designs and publishes a standard national curriculum for use at all UPE elementary schools. The curriculum for the seven years (Primary 1 to Primary 7, or P1 to P7) of Ugandan elementary education is divided into three cycles: Lower Primary (P1-P3), Transition (P4), and Upper Primary (P5-P7). The curriculum seeks to provide a holistic education, developing both the academic skills and personal values of students.</div><div></div><div></div><div>The content of the curriculum for grades one to three (P1-P3) is organized around themes familiar to young students, such as community, food and nutrition, recreation, festivals and holidays, and so on. Classes are, where possible, taught in the local language.</div><div></div><div></div><div>Starting in grade four, the curriculum is reorganized around traditional academic subjects, such as English, mathematics, science, and religious studies. English is gradually introduced as the primary language of instruction in grade four (P4), before its exclusive use in grades five through seven (P5-P7).</div><div></div><div></div><div>The Ordinary Level, or O Level, curriculum lasts for four years, S1-S4. The NCDC-mandated curriculum includes four categories of courses, taught in English: science and mathematics, languages, social sciences, and vocational subjects. Compulsory science and mathematics courses include biology, chemistry, physics, physical education, and mathematics. Among language courses, only English is compulsory. However, Kiswahili, and other local and foreign languages, are available for optional study at some schools. For the social sciences, only geography and history are compulsory. Optional vocational subjects are offered in a number of subjects, including commerce, fine art, home economics, wood, and metalwork.</div><div></div><div></div><div>Analysis of old curriculum: The old curriculum was traditional in that it was teacher centered and mainly lecture based. It was mainly faculty and teaching hospital based and not adaptable to the changing health needs. Though it had a community component, this was limited.</div><div></div><div></div><div>Sensitization: A working group to co-ordinate activities was formed. It was charged with the task of steering the curriculum review, planning of activities and implementation of the new curriculum.</div><div></div><div></div><div>The curriculum revision was done through consultation with faculty and stakeholders. The activities carried out included stakeholders meetings and workshops, sensitisation workshops, core curriculum committee working retreats and training of tutor's workshops. A total of 30 workshops were undertaken and a proposal of the new curriculum design and curriculum map was designed.</div><div></div><div></div><div>Mobilisation, sensitisation and training faculty members was carried out and organised by the curriculum committee. Sensitisation also included trips to schools that are using the PBL model of training like Moi University Kenya, New Mexico USA, Maastricht in the Netherlands and Newcastle in Australia. Resource persons from the above universities were also invited to facilitate at some of the workshops.</div><div></div><div></div><div>The FOM realized that it was no longer the sole trainer of health professionals as other medical schools had sprung up. Therefore the FOM had to have a critical examination of how it conducted business so that its graduates remain competitive on the job market. For a curriculum to be implemented effectively, this development had to be done collectively so that all stakeholders develop a sense of ownership of the curricula.</div><div></div><div></div><div>The FOM is committed to responding to the changing needs of the community by developing a curriculum that is needs driven and also by producing health professions that have appropriate competences. It also feels accountable to the community and that is why it involved them in the curricula development.</div><div></div><div></div><div>In 2018 we began the process of evaluating approaches to assessment and reviewing the Lower Secondary Curriculum with the National Curriculum Development Centre in Uganda (NCDC). The revised Syllabi and Assessment Guidelines were agreed and adopted by the Minister of Education in January 2019 and we continue to support NCDC as they approach the review of further curriculum materials and policies.</div><div></div><div></div><div>The review also aimed at reducing the content overload and contact hours in the classroom so as to create time for research, project work; talent development and creativity; allowing for emerging fields of knowledge across all subjects and doing away with obsolete information. There was need to address the social and economic needs of the country like the mining sector, tourism, services provision, science and technology development and to ensure rigorous career guidance programme to expose learners to the related subjects. This will enable learners to make informed choices as they transit and to equip them with knowledge and skills that will enhance their competitiveness in the global value chain. Examples of the curriculum and revised syllabuses are presented below.</div><div></div><div> 9738318194</div>
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