Training of medical assistants in maternal and child health in Ifakara, Tanzania: their reaction to the challenge of active participation in the classroom.

Abstract

Medical education in Tanzania emphasizes the practical training for its health personnel but the teaching of basic sciences is dominated by the traditional concept of lecturing. Four evening seminars were held in the Ifakara Medical Assistant Training Centre (MATC) in Tanzania for final year students. Health education, protein-energy-malnutrition (PEM), management of tuberculosis and the growth chart constituted the topics for discussion. Wall charts and written explanations were available throughout the week and served the students as an additional reading and learning material. The purpose of the final evaluation was to measure the reaction of a group of students to educational methods which suddenly put them in the center, demanded their participation and tried to let them solve problems as much as was possible in a lecture room. The particular learning-teaching situation of each of the four evening seminars are outlined and the answers to the questionnaire distributed at the end of the week are discussed. If anything can be said from this test, it is this: There is an untouched potential of activity and participation in young students which could be processed into an interchangeable role between the tutor and the students, making both parties responsible for teaching and learning.