Abstract
A number of approaches have been adopted in medical education geared towards training health professionals that can improve access to health care by communities most vulnerable to inequalities and injustices in health systems. Relevant health professions education is vital for improvements in health and health care access. A symbiotic medical education can improve the quality of health care and impact on career choice, yet the challenge to sustain equitable access to improved health and healthcare particularly for those most in need remains a major global challenge ( Ssewankambo, 2012). Within a decentralized system, such as in Uganda, Local Governments are mandated to ensure health promotion and equitable healthcare for the population under their jurisdiction. Whereas public service reforms have mainly focused on decentralization and good governance (Mamdani, 2012, Stiglitz, 2012), the role of curriculum reforms in addressing health and health care challenges through needs-based education of health professionals has been largely ignored. Through an analysis of the challenges of health care within a decentralized Local Government setting, this paper, by presenting experiences from one public university in Uganda, reveals how a partnership between Universities and Local Government can go a long way in addressing health disparities and reduction of morbidity and mortality.
Highlights
A number of approaches have been adopted in medical education geared towards training health professionals that can improve access to health care by communities most vulnerable to health systems inequalities and injustices (Curran and Rourke 2004; O'Toole et al 2005; Rabow et al 2007)
Previous frameworks for Community Based Education (CBE) have included a taxonomical classification (Magzoub and Schmidt 2000) or educational objectives based on core competencies (Kligler et al 2004)
Strategies to address the challenges of CBE are provided by defining how curriculum review towards sustainability of the transactional model has been achieved through interactions between the University and health facilities, within a local government context in order to impact on community health and health care needs
Summary
A number of approaches have been adopted in medical education geared towards training health professionals that can improve access to health care by communities most vulnerable to health systems inequalities and injustices (Curran and Rourke 2004; O'Toole et al 2005; Rabow et al 2007). Reform that includes active learning, problem-based learning, and small-group case-based learning − local communities and health care workers have in effect become medical educators. This has resulted in expansion of the definition of clinical education and impacted on new career decisions. Strategies to address the challenges of CBE are provided by defining how curriculum review towards sustainability of the transactional model has been achieved through interactions between the University and health facilities, within a local government context in order to impact on community health and health care needs
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