Implementation of a Learning Management System for Medical Students: A Case Study of Kilimanjaro Christian Medical University College.

Dativa Tibyampansha,Kien Mteta,Egbert Kessy,Chrispina Tarimo,John Bartlett,Charles Muiruri,Amani Minja,Gibson Kapanda,Glory Ibrahim,Ahaz Kulanga

doi:10.15694/mep.2017.000050

Abstract

This article was migrated. The article was marked as recommended. Learning Management Systems (LMS) are powerful tools for the organization and presentation of curricular learning materials, for monitoring of student and faculty members performance, and for overall quality control. However, there is limited evidence regarding the acceptance and performance of LMS in Africa. This manuscript describes the implementation, the outcomes, and the challenges of the first five years of a LMS at the Kilimanjaro Christian Medical University College (KCMUCo). The LMS has been fully adopted into KCMUCo curriculum and deployed to 1356 students. It has been demonstrated to enhance learning with strength of consensus measure of 84% for basic sciences and 78% for clinical classes. 80% of faculty members have been satisfied with the use of LMS. Electronic assessment has become an obligatory platform for theory examinations. LMS adoption may improve education outcomes at other medical schools in Tanzania and sub-Saharan Africa.

Highlights

Schools of medicine in Africa face challenges resulting from increasing class sizes, faculty shortages, inadequate infrastructure and limited financial resources
Kilimanjaro Christian Medical University College (KCMUCo) embarked on increasing the number of enrolled students, introducing a learning management system (LMS), and transforming the culture of teaching and learning by heavily investing in upgrading the information communication technology (ICT) infrastructure
This paper describes the process of implementation of a Learning Management Systems (LMS) at KCMUCo, including resource requirements, institutional support, faculty and student engagement and lessons learnt after five years of implementation

Summary

Background

Schools of medicine in Africa face challenges resulting from increasing class sizes, faculty shortages, inadequate infrastructure and limited financial resources. One of the MEPI specific objectives was to "enhance the quality and quantity of medical education" ("About MEPI," n.d.) To achieve this objective, KCMUCo embarked on increasing the number of enrolled students, introducing a learning management system (LMS), and transforming the culture of teaching and learning by heavily investing in upgrading the information communication technology (ICT) infrastructure. Agreement as measured by the strength of consensus measure (sCns) slightly declined in response to the survey question that LMS enhances medical learning during the first clinical sciences year (year 3) (from 84% in year 2 to 77% in year 3) there was a small (non-significant) increasing trend over the years up to fifth year of study (rising from 77% in year 3 to 78% in the fifth year). The mean strength of consensus score was 80.3% with 76% of faculty agreeing that LMS is useful in medical teaching (Table 1)

Discussion

Findings

Conclusion

Notes On Contributors