Kenya Medical Training College Research Articles

Challenges to Utilization of Online Learning: A Study on First-Year Nursing Students at Selected KMTC Campuses

Technological advancements play a pivotal role in reshaping traditional learning paradigms. The COVID-19 pandemic disrupted teaching in Kenya’s learning institutions, especially in medical schools, like Kenya medical training college (KMTC). Due to safety, face-to-face classes had to be suspended. Online learning tools played a crucial role during the pandemic; but in developing countries like Kenya, technological, educational/literacy background, and socioeconomic challenges existed that could be a hindrance to the adoption and utilization of online learning process. The purpose of this study was to identify challenges to online learning from the perspective of student nurses (March and September 2020 classes) at Kenya Medical Training College. The study objectives were to assess student-related, technological and institutional challenges to the utilization of online learning. A descriptive, cross-sectional design was utilised in the study. Structured questionnaires were used to collect data from sampled March and September 2020 class student nurses who undertook online classes. The respondents were 272 first-year diploma student nurses from March and September 2020 classes sampled from eight selected campuses in the Western, Nyanza, and North Rift regions of Kenya. Collected data was analysed using the Statistical Package for Social Sciences (SPSS) version 20 computer software. Descriptive statistics included proportions, and frequencies, while results were presented in the form of graphs and tables. Ethical issues were observed by ensuring confidentiality and anonymity, and permission was sought prior to data collection. Study findings revealed the existence of challenges to the utilization of online learning by students at KMTC. Student-related challenges included knowledge gap on the use of internet infrastructure (38.8%), not owning E-learning devices (9.6%), and inadequate utilization of online learning at home setting due to disruptions, limited space, and competing tasks (88.2%). On technological challenges, 70% of respondents owned gadgets that were incompatible with the media that was being utilised for e-learning, hence couldn’t log in for the sessions. Frequent internet instability was experienced by 54.4% of students. 58.8% stated having slow internet connectivity that affected timely logging in for sessions. On institutional challenges, 55.5% of students stated inadequate preparation for online learning by the institutions, and lack of orientation. 92.6% of respondents indicated preference for face-to-face mode of learning to E-learning, citing reasons like poor communication between students and lecturers, interruption of online classes due to poor network, inconsistent data bundles, and lack of instant feedback and supervision by lecturers. In conclusion, great importance was attached to needs assessment survey for students and lecturers on all campuses to identify these challenges to enhance the adoption of the teaching model

Future Intentions of First and Final-Year Nursing Students at Kenya Medical Training College

Purpose: To explore the nursing students’ future intentions upon graduation.
 Methodology: The study adopted a comparative cross-sectional survey of first-year nursing students and final-year nursing students on their future intentions upon graduation. The sample size was determined using Fisher et al., formula. Participants were selected through simple random sampling and those who met the eligibility criteria were included in the study. An online questionnaire was administered using a free Open Data Kit (ODK). The summary sheet from ODK software was downloaded, and data was cleaned, coded, and entered into R statistical package for analysis. Descriptive frequencies were generated for demographic and social characteristics; chi-square tests and proportion tests were used to determine significance when appropriate. Frequency counts, median, and percentages were tabulated for categorical variables.
 Findings: The study revealed that 99% (224/226) of the students would like to pursue a career in nursing after completing the diploma training. A higher proportion 69.1% (155/224) of the students who intend to pursue a career in nursing would prefer to pursue their nursing career outside of Kenya. There is a significant (P=0.004) difference since between the two groups as a higher proportion 77.5% (100/129) of Students in their first year of the study indicated they would prefer to pursue their career outside Kenya compared to 56.7% (55/97) students in their final year of the study. The study also revealed that 98.2% (222/226) of the students intend to pursue a degree in nursing upon completion of the KRCHN training.
 Unique Contribution to Theory, Practice, and Policy: Regarding policy, this study suggests that the government collaborate with other nations to develop regulations that allow nurses to pursue education and employment abroad. After completing their training, nurses should be required to stay in Kenya for a predetermined period of time and should as most student nurses would wish to emigrate; thus, this will help alleviate the shortage.

Institutional Factors Influencing Self-Directed Learning Readiness among Nursing Students in Medical Training Colleges in Siaya County, Kenya

Context: Self-directed learning (SDL) is a prominent pedagogical approach in nursing education. The success of self-directed learning hinges upon an individual's readiness, which is influenced by the complexity of factors. Self-directed learning readiness represents an individual's capacity and willingness to take charge of their learning journey. Evaluating factors influencing self-directed learning readiness is pivotal for educational planning, aiding in selecting appropriate instructional methods tailored to students' academic strengths and weaknesses.
 Aim: The study aimed to investigate institutional factors influencing self-directed learning readiness among nursing students in Medical Training Colleges in Siaya County
 Methods: A cross-sectional analytical study design was adopted. The study was conducted among 404 nursing students in the Bondo and Siaya campuses of Kenya Medical Training College. Data on socio-demographics and institutional factors were collected using a self-administered questionnaire, and individuals' readiness was measured using Fisher's self-directed learning readiness scale.
 Results: The majority of the students were female (67.1% n=271) compared to males (32.9% n=133), and overall, the self-directed learning readiness level among both of them was high among 73.5% of the studied students, with a mean score of 157.2. Notably, institutional factors that significantly influenced self-directed learning readiness were access to the institution's internet connectivity (OR=0.635; 95% CI=0.407-0.991; p=0.046) and self-directed learning mentorship (OR=0.402; 95% CI=0.213-0.76; p=0.005).
 Conclusion: Access to internet connectivity and self-directed learning mentorship are crucial institutional factors significantly influencing self-directed learning readiness among nursing students. This study recommends strengthening mentorship strategies for self-directed learning and providing reliable internet connectivity to students at all times to enhance their readiness to learn.

Perceptions of volunteers on the effectiveness of Kenya Medical Training College-run free medical camps in enhancing access to healthcare by vulnerable communities

In certain regions of Kenya, such as Nyahururu, Kabarnet, Kasikeu, and Mbooni, inadequate access to healthcare services contributes to avoidable deaths. Organizations like the Kenya Medical Training College (KMTC) address this challenge by organizing free medical camps, involving both local and international volunteer healthcare workers. This study explored the effectiveness of KMTC's free medical camps through interviews with 18 key informants, including faculty, non-faculty members, and community leaders from purposefully sampled hardship areas, namely, Nyahururu, Kabarnet, Kasikeu, and Mbooni. The study found that KMTC's free clinics offered crucial services like curative care, immunization, maternal and child health services, disease sensitization, reproductive health services, and substance abuse education. However, limitations were identified, including a shortage of medications, lack of specialized screening, follow-up care, and referral services. Resources available included community health volunteers, KMTC and hospital staff, socio-structural support, and physical infrastructure. Challenges faced by volunteers included motivation issues, inadequate facilitation, limited stakeholder involvement in planning, and perceived service comprehensiveness issues. Despite these challenges, the community acknowledged the vital role of medical camps in delivering essential services to marginalized groups. Addressing resource shortages, enhancing stakeholder engagement, improving service comprehensiveness, and boosting volunteer motivation were highlighted as crucial steps to maximize community benefits.

Level of utilization of eLearning among students at selected KMTC campuses

Background: Technology continues to impact various spheres of life, including learning. Over the years, eLearning has experienced a steady rise in popularity. At Kenya Medical Training College (KMTC), the influence of technology on education became more noticeable due in part to a policy directive. This directive, prompted partly by the COVID-19 pandemic, emphasized adopting online teaching to address the loss of instructional hours. This study addressed a specific gap in KMTC's internal quality assurance efforts by accumulating evidence related to the extent of E-learning and user satisfaction. Methods: The study employed a descriptive cross-sectional design, utilizing qualitative and quantitative techniques. It involved KMTC campuses conveniently selected from the Coast and Nairobi regions, with 1139 students selected through simple random, stratified, and proportionate sampling methods. A mixed questionnaire (both open and closed-ended questions) was used to collect data. Specifically, the study aimed to assess the level of eLearning utilization among students in selected KMTC campuses and identify the determinants of this utilization. Results: Most of the respondents (89.2%) participated in online classes; 11.8% of those who did not participate cited reasons such as lack of gadgets, bundles, and poor internet connectivity, among others. Despite widespread e-learning utilization, 76.8% of learners strongly preferred face-to-face classes. Conclusions: Key factors linked to e-learning utilization included effective instructional strategies, quality technical support, and well-conducted online classes. The choice of communication channels, particularly platforms like WhatsApp, was strongly linked to e-learning utilization. Therefore, this study recommends that KMTC should acknowledge the strong preference for face-to-face classes and offer hybrid learning options. Further, the KMTC should address accessibility challenges and competing responsibilities at home by supporting data connectivity, ensuring user-friendly online platforms, and providing flexible scheduling options for diverse learner needs.

Identifying the need to institutionalize digital equity among faculty: the experience of the Kenya Medical Training College

BackgroundThe use of digital tools and applications in health professions education is increasing exponentially, however this has the potential to increase the digital inequities with the resulting effect of vulnerable groups facing an increased risk of digital exclusion. It is therefore important to approach digitalization with contextual determinants of the intended and unintended impact in mind. We present a perspective paper on digital equity, informed by lessons learnt at the Kenya Medical Training College (KMTC).MethodsUsing a case description methodology, we examined routine educational data collected from faculty at KMTC in November 2022. This included quantitative and qualitative data on access, ownership, utilization, confidence and skills to create, share, and exchange knowledge on the institution’s learning management system. We used these factors as the conceptual framework for understanding how faculty adopt digitalization in health professions education.Results306 faculty responded to the survey (response rate 27.8%) of whom 90.8 and 75.2% had personal laptops at home and at work and 75.9% had internet at work. 53.4% (n = 163) knew they had accounts created on the institution’s learning management system (LMS) majority of whom had basic skills and were able to perform skills such as logging in and accessing learning resources. However, a minority had advanced skills needed for teaching and learning in the LMS.ConclusionMedical education institutions in LMICs need to adopt programs to enhance digital literacy and monitoring of access, utilization and self-efficacy across all learner and faculty groups, to ensure that digital technologies reduce rather than exacerbate existing inequities.

Kenya Medical Training College lecturer perception on adequacy of teaching and learning resources in the advent of COVID-19.

Strategies set up to achieve sustainable development goals 3 and 4 in Kenya are via expansion of the health workforce by training healthcare workers. However, challenges such as lack of adequate human resources, physical facilities, teaching aids, and finances existed. In the advent of the COVID-19 pandemic, the above challenges were made worse by the health requirements to mitigate against the pandemic. For instance, the need for more human resources, expansion of physical facilities, adoption of relevant eLearning, and the much-needed financial resources. In order to conduct this study, the researcher adopted a pragmatism theoretical framework. The study investigated lecturers' perceptions of the adequacy of human resources, physical facilities, and teaching aids, in the Department of Medical Laboratory Sciences at Kenya Medical Training College in the advent of COVID-19. This was a descriptive cross-sectional study using a triangulation mixed method design. The study setting was the eastern region, selected out of the eight regions of Kenya through simple random sampling. The four campuses with a Medical Laboratory Science department within the eastern region were all selected through census sampling. The study sample was all the 18 lecturers selected through census sampling. The data collection instruments were interview guides and self-administered closed and open-ended questionnaires. The data was analyzed using Statistical Package for the Social Sciences for the descriptive statistics (measures of central tendency) and then presented in frequency tables. The response rate from the four campuses with the Medical Laboratory Science department was 100% (18 lecturers). The majority of the lecturers had a mean age of 38 years. The majority of lecturers were not satisfied with the adequacy of human resources with a mean of 1.5833 and (std. deviation=.51493). The majority of lecturers perceived the state of physical facilities to be in a poor state with an average mean of 1.6. and (std. deviation =0.418). The satisfaction level of the majority of lecturers on teaching aids was a mean of 3.01 (std. deviation=1.459), representing neutral to very inadequate. The majority of lecturers perceived that there were insufficient human resources, physical facilities, and teaching aids in the Department of Medical Laboratory Sciences at Kenya Medical Training College. Kenya Medical Training College board of directors should provide and avail adequate teaching and learning resources notably human resources, physical facilities, and teaching aids to the Department of Medical Laboratory Sciences.

Mass Media Target Audience and Mental Illness Stigmatization among Students of Kenya Medical Training College

Mass media plays a fundamental role in influencing the society and their perceptions in daily life. The target audience by the media determines the how they frame their message and the subject matter that they focus on in their discussions. As mental illness is becoming one of the contemporary issues in the modern society, the role of mass media particularly how they define their target audience is not adequately explored. This is despite mental illness continuing to ravage the society, especially with the increased stigmatization. This study therefore sought to examine the how mass media target audience impact mental illness stigmatization in among students in Kenya Medical Training College. The study was anchored on the cognitive dissonance theory. Using a descriptive research approach, the study through a questionnaire surveyed 384 students drawn from a population of 51045 students at the college. The data was analysed using descriptive and inferential statistics through SPSS. The findings revealed that mass media target audience through the reduced dissonance, acquisition of new information and cognitive actions significantly impacted the mental illness stigmatization. Through the beliefs towards the mentally ill persons as projected by the mass media to their target audience, the stigmatization of mentally ill persons either increased or decreased depending on the approach used by the mass media. The study concluded that mass media target audience was instrumental in determining the level of stigmatization of the mentally ill persons. It is therefore recommended that the mass media should define their target audience in a manner that positively changes their perceptions towards mental illness.

Kenya Medical Training College laboratory student perception on adequacy of teaching and learning resources in the advent of COVID-19

The emergence of COVID-19 presented a big challenge in medical education, especially with regard to the adequacy of teaching and learning resources. In addition, an increase in student intake and demand for Kenya Medical Training College courses could compromise these resources. This study investigated the perceptions of students towards the adequacy of teaching and learning resources at Kenya Medical Training College in the advent of COVID-19. The general objective was to determine the perceived adequacy of teaching and learning resources in the advent of COVID-19 by students in the department of Medical Laboratory Sciences at Kenya Medical Training College. A descriptive cross-sectional study design using mixed methods (triangulation) was used. Simple random sampling of the eight regions in the country was used to select one region (the Eastern Region). Census sampling was used to select all the four campuses in the region namely Machakos, Meru, Embu, and Kitui, which offer medical laboratory sciences. The study population was students in the department of medical laboratory sciences on these campuses, with 220 students participating. The data collection instrument was a self- administered closed- and open-ended questionnaires. Quantitative data collected was analysed using SPSS software, while qualitative data was analysed using themes. The response rate was 100% (220 students). The gender distribution among students showed a higher percentage in male (58%). Majority of the students were 21-23 years (35%). One-way ANOVA presented a statistically significance between and within groups (P<0.05). Majority of students (51.8%) were not satisfied with adequacy of human resources. Majority of students perceived the state of physical facilities to be in poor state with a mean of 1.76, while the satisfaction level of majority of students’ on teaching aids was below 3.40 representing very inadequate to neutral. Ordinal regression tests on satisfaction level on teaching aids in relation to gender, year of study and campus was significant (chi-square test p<0.000) while the goodness of fit model was (p=1.000) indicating it was a good model. R^2 value (Nagelkerke=99%) indicated that the study factors had great variations. The spearman’s rank test showed that laboratory equipment and computer assisted aids, internet, learning systems have negative correlation but with very strong coefficient correlation of 1.0000. Satisfaction levels with teaching aids in relation to gender, year of study, and campus were significant with a chi-square test of P < 0.000. The study concluded that there were inadequate teaching and learning resources on the four KMTC campuses before COVID-19.

Institutional Leadership Commitment and Eradication of Mental Illness Stigmatization among Students of Kenya Medical Training College

Leadership is the main driver of organizational behavior and how people relate in an organization. Through the commitment of institutional leaders to a given culture and way of doing things, the entire organization community is possible to follow the direction the leaders shows. While mental illness has been a major threat to the stability of modern society, the focus has mainly been drawn on treatment, while other affecting factors such as stigmatization not being given the adequate attention. Stigmatization of mentally ill persons is a behavior that requires intensive management by the organizational leaders for it to be contained. Leaders influence behavior, thus their commitment to eradicate mental illness stigmatization would be fundamental in curbing mental illness stigmatization. With inadequate literature on the role played by leadership commitment in curbing mental illness stigmatization, this study seeks to assess the role of institutional leadership on mental illness stigmatization. The study used a descriptive research approach and a questionnaire to collect data from 384 students drawn from a population of 51045 students at the college. The data was analysed using descriptive and inferential statistics through SPSS. The findings revealed that the commitment of institutional leadership in curbing mental illness stigmatization was essential in reducing stigmatization of mentally ill persons. The study concluded that through the commitment of leaders by training and creating awareness was significant in curbing mental illness stigmatization. It is recommended that the institutional leaders have a duty to play in curbing mental illness stigmatization through creation of awareness, training of the students and providing psychosocial support to mentally-ill persons.

Improve student performance in the psychiatry subject with 3D animation

The integration of information communication and technology in medical education has led to the emergence of modern instructional tools, thus transforming pedagogy. Modern instructional tools like 3D animation are very effective tools for pedagogy, especially in subjects that involve complex concepts that are difficult to represent with traditional instructional tools such as textbooks, and lectures. The main objective of this study was to determine the effectiveness of using 3D animation in teaching psychiatry to clinical medicine students at the Kenya Medical Training College. The study used a randomized comparative design, where participants were randomly assigned to either a treatment group (3D animation) or a control group (textbook). Data were collected using self-administered questionnaires. The study targeted 61 respondents, and the sample size was 53 respondents (11 lecturers and 42 students). A pilot test to ensure the reliability and validity of the questionnaires was done on 30 respondents from the nursing department at Kenya Medical Training College. The analysis of the results was done using the Statistical Package for Social Sciences software version 29, whereby descriptive statistics were used to describe feedback from the lecturers and students while independent sample t-tests were used to determine the statistically significant difference in student scores. The t-test results showed a statistically significant difference in means between the two groups, with t (40) = -7.332, p < 0.001 (two-tailed). The mean difference between the two groups was -8.190, with a standard error of 1.117. The 95% confidence interval of the difference ranged from -10.448 to -5.933. Therefore, the use of 3D animation had a statistically significant positive effect on test scores compared to textbook instructional materials in the context of teaching psychiatry. The study recommends the integration of 3D animations in the medical education curriculum at Kenya Medical Training College and other institutions of higher learning.

Determining the Application of Innovative Simulation-Based Medical Teaching and Learning Among Staff in Selected Kenya Medical Training College Campuses offering Medical Laboratory Sciences in Kenya

Simulation is a teaching learning and assessment strategy used in medical education to prepare medical laboratory students for clinical practice. Simulation-based learning is aimed at bridging the gap between theory and practice through the use of innovative teaching strategies and thus it is considered the best alternative teaching, learning and assessment tool in preparing medical laboratory students for practical and professional life. Traditional methods of educating medical laboratory students are no longer sufficient in the present times largely influenced by the emergence of new infections, technology, and multimedia. In general, scarce literature supports the use of simulation to benefit medical laboratory student in areas of knowledge, value and realism. However, little emphasis has been placed to make application of the method. The aim of the study was to determine the extent of the application of innovative simulation-based medical teaching and learning among staff in selected Kenya medical training campuses offering medical laboratory sciences in Kenya, with a view of improving the application of the simulation strategy. The study employed the census sampling technique. Data collection tools were structured questionnaire, interview, checklist and observation which were used for data collection to obtain information from the respondents. Quantitative data analysis was conducted using the Statistical Package for Social Science (SPSS) software version 22 for windows. Qualitative data was analyzed using content analysis. Both descriptive and inferential statistics particularly the Chi-square test statistics were used in data analysis. P-value was used to test the normality of the spread of the ages. From the findings, majority of the lecturers, 39 (83.0%) indicated that they understood and defined simulated medical laboratory experiences both actual and anticipated. The respondents reported that simulation-based teaching and learning enables them to earn continuous professional development (CPD) points. All the lecturers 47(100%) agreed that educational validity of simulation-based teaching and learning was one among the factors that shaped their decision to implement simulations. The principals cited issues such as untrained simulator instructor staff in MLS, lack of adequate infrastructure, as part of challenges they encountered while implementing innovative simulation-based teaching and learning. From the study, it was concluded that simulation-based teaching and learning was not applied uniformly across the MLS department, indicating a lack of standardization in training hence the knowledge, attitudes as well as skills acquired by the students before they graduate were not in line with the public expectation. There is a need for Kenya Medical Training College (KMTC) management to ensure uniform application of innovative simulation-based teaching and learning across all MLS departments and hence standardization in training of medical laboratory sciences professionals.

The Influence of Mass Media Channels on Mental Illness Stigmatization among Students in Kenya Medical Training College

Mental illnesses have been known to distress the general population as a whole. Notably, no social demographic is exempt from mental illnesses with the modern dynamics and challenges increasing the magnitude of mental illness. Students especially in higher learning institutions are not spared from the over-increasing mental illnesses. Despite the challenges brought about by mental illnesses among the students, stigmatization of the mentally ill has been high among them. This has seen increased drop-out of school, total insanity and sometimes suicide due to lack of psychosocial support among the mentally ill students, especially their peers. The mass media has been a critical tool of communication. However, there is little evidence on its role in mental health stigmatization hence this study seeks to assess the role of mass media channels on the mental illness stigmatization among college students. The research utilized the descriptive survey design and where both qualitative and quantitative methods were used to collect and analyze the data. The target population of this study comprised of the students at the Kenya Medical Training College (KMTC). There were 51045 students in the college as of July 2022. A questionnaire was used to collect data from the students. The data was analysed using mixed method analysis where both quantitative and qualitative data was analysed. The quantitative data was analysed using inferential and descriptive statistics through SPSS. Content analysis was used to analyse the qualitative data. The findings revealed that mass media channels played a critical role in determining the spread of information and the perceptions of mental illness among students. The channels of mass media communication were found to instigate mental illness stigmatization among college students. Digital media was found to have the strongest influence on mental health stigmatization followed by broadcasting media, print media and outdoor media. It is recommended that these channels of mass media ought to be more positive and encourage students to uphold and accept the mentally ill to minimize stigmatization.

SOCIAL-ECONOMIC FACTORS INFLUENCING BLENDED LEARNING AMONG STUDENTS IN KENYA MEDICAL TRAINING COLLEGE

Purpose: The objective was to determine the social-economic factors influencing blended learning among students in Kenya Medical Training College
 Methodology: A cross-sectional descriptive study was done. In the KMTC campuses the average student population is thirty thousand (30,000). The research used simple random sampling in the selected campuses. The sample size was 384. Primary data was collected using questionnaires and Quantitative data was analyzed using descriptive statistics whereas qualitative data was analyzed using content analysis. Qualitative data was transformed into themes and analyzed with the helped of SPSS version 25. Collected data was edited, sorted, cleaned and coded for data analysis.
 Findings: The study concluded that Proficiency in the use of a learning device and cost are major challenges that hinder success of blended learning. Most respondents feel that blended learning is expensive. The study also concluded that students have devices that they can use for online learning and that students can access the college e-learning platform on season basis,
 Unique contribution to Theory, Practice and Policy: The study recommends that the institutions should Strengthening of campus internet services to support E learning. The study further recommended that the policy on delivery of learning instructions and materials should be reviewed to reflect the changing times. Further, policy makers need to consider the characteristics of the learners and trainers so as to reduce the barriers to successful implementation of blended learning by applying different strategies to each category of adopters.

INSTITUTIONAL FACTORS AFFECTING UPTAKE BLENDED LEARNING AMONG STUDENTS IN KENYA MEDICAL TRAINING COLLEGE

Purpose: The objective was to determine the institutional factors affecting uptake blended learning among students in Kenya Medical Training College
 Methodology: A cross-sectional descriptive study was done. In the KMTC campuses the average student population is thirty thousand (30,000). The research used simple random sampling in the selected campuses. The sample size was 384. Primary data was collected using questionnaires and Quantitative data was analyzed using descriptive statistics whereas qualitative data was analyzed using content analysis. Qualitative data was transformed into themes and analyzed with the helped of SPSS version 25. Collected data was edited, sorted, cleaned and coded for data analysis.
 Findings: The study found that at 5% significance level, there is no association between student’s awareness of the existence of WIFI within the campus to aid in e-learning and attending virtual classes, χ2 (1, N= 396) = 1.720, p = 0.190. At 5% level of significance, there is no association between the stability of the campus WIFI network and the percentage of attending virtual classes, χ2 (1, N= 230) = 18.408, p = .104
 Unique contribution to Theory, Practice and Policy: The study recommends that the institutions should providing information communication and technological support to students on E learning platform. The study also recommends the government to support the transition to blended learning of Kenya Medical Training College through funding.

INDIVIDUAL FACTORS INFLUENCING BLENDED LEARNING AMONG STUDENTS IN KENYA MEDICAL TRAINING COLLEGE

Purpose: The objective was to determine the individual factors of blended learning among students in Kenya Medical Training College.
 Methodology: A cross-sectional descriptive study was done. In the KMTC campuses the average student population is thirty thousand (30,000). The research used simple random sampling in the selected campuses. The sample size was 384. Primary data was collected using questionnaires and Quantitative data was analyzed using descriptive statistics whereas qualitative data was analyzed using content analysis. Qualitative data was transformed into themes and analyzed with the helped of SPSS version 25. Collected data was edited, sorted, cleaned and coded for data analysis.
 Findings: The study revealed that Student’s departments, course of study and level of study have an influence in achievement of blended learning. There is an association at 5% significant level between having a device to use in online learning and attending virtual classes, χ2 (1, N= 396) = 4.393, p = 0.036. The Phi = .105, p = .036. At 5% significance level, there is an association between student’s proficiency in using learning applications and the percentage of attending virtual classes, χ2 (6, N= 230) = 16.889, p = .010.
 Unique contribution to Theory, Practice and Policy: The study recommends that departments should be strengthened to offer both virtual and face to face sessions The College should ensure that students participating in blended-Learning courses have access to adequate and appropriate learning resources. Students have access to Page Library and also the virtual library resources within the College.

Levels of Emotional Intelligence: A Study of Students in Kenya Medical Training College

Nature bestowed humans with emotions. The stresses of the modern-day world have a negative effect; hence, people are becoming more emotionally volatile, less self-motivated, and less compassionate. Consequently, the levels of Emotional Intelligence (EI) continue to decline. Furthermore, the daily challenge of dealing effectively with emotions is critical to human beings because our brains are hard-wired to give emotions the upper hand: Our view of the world, how we react to it and adjust our behaviour accordingly is largely influenced by emotions. Emotional Intelligence (EI) skills are huge contributors to overall health as well as success in life, which is attributed to their impact on the ability to motivate and self-manage. This study assesses the level of EI among Students in Kenya Medical Training Colleges. The sample comprised 372 participants aged between 17 and 25 years. Data were collected using a researcher developed questionnaire and an emotional intelligence assessment tool with five components/subscales. These are: intrapersonal skills, interpersonal skills, stress management skills, adaptability, and general mood. Data were analysed using Statistical Package for Social Sciences (SPSS) version 20. The average scores for all participants were as follows: 41.9 for intrapersonal; 28.3 for interpersonal; 30.8 for stress management; 23.9 for adaptability; and 25.3 for general mood. Consequently, the overall average scores were 150.2 which falls under the high level of EI based on the criteria for measuring EI. The implication is that the students at Kenya Medical Training College have a high level of emotional intelligence

Determinants of non-compliance to hepatitis B vaccination among students of Kenya Medical Training College in Machakos sub county, Kenya

Background: Hepatitis B virus (HBV) causes acute and chronic liver disease hepatitis B is an alarming population health concern affecting approximately 10% of the globe. In mortality ranking it is number ten global cause of death for an estimated one cases globally. Hepatitis B is the most important infectious occupational hazard which medical students and healthcare workers encounter. The magnitude of the problem can be gauged from the fact students/HCWs have the high prevalence of HBV carrier state in the population.Methods: The research examines determinants of noncompliance to Hepatitis B vaccination among students of the KMTC Machakos sub county. This research was conducted in KMTC campuses in Machakos Sub County in Kenya. Cross-sectional study design was employed in study where both quantitative and qualitative data amongst KMTC students on determinants of noncompliance to HBV vaccine by these KMTC students stratified random sampling technique was employed. A target of 384 was achieved by use of Fischer’s et al formula. Cronbach alpha coefficient was computed to find the validity and reliability. The data gathered was cleaned, organized, coded, and analysed through the use of SPSS, version 21.0 for quantitative data. Descriptive statistics. e.g., graphs, percentages, means and standard deviation while qualitative data was analysed using narratives based on themes and sub-themes. A chi square test was used to test the hypothetical statement by establishing the differences between the observed and expected outcomes on study variables.Results: Most of the students in KMTC indicated that they agree that they are confident in counselling patients about the prevention of HBV where 191 (48.5%) agreed while 74 (18.8%) strongly agreed that they can counselling patients while 70 (17.8%) were not sure that they can counselling patients while 14.0% and 1% they disagreed and strongly disagreed on the counselling patients on prevention of HBV. High number of respondents were confident in prescribing treatment for a patient with chronic hepatitis B where 155 (39.3%) agreed, while 69 (17.5%) were strongly agreed. R square of 99.6% of the data was achieved indicating that there was goodness in fit of the data used in assessment of on the relationship between the studied dependent and independent variables i.e. the attitudes towards Hepatitis B vaccination among students in KMTC.Conclusions: From the findings of the study, it is apparent that the level of awareness on HBV vaccination amongst students in KMTC in Machakos Sub County is high. Majority of the students have sufficient knowledge concerning it. It was found that needle stick injury is the most probable route of the disease transmission. Further, the respondents indicated sexual abstinence and vaccination as the preventive measures against the disease.

Strengthening pre-service training of healthcare workers on immunisation and effective vaccine management: the experience of Kenya Medical Training College.

Pre-service health training institutions have a key role in training qualified medical and nursing staff deployable in immunisation programmes, making them capable of addressing complex situations, sustaining routine immunisation and introducing new vaccines and technologies. The incorporation of immunisation-related content into nursing and midwifery education is essential to improve and strengthen immunisation service delivery, disease surveillance, logistics, communication and management practices. Clinical and public health training incorporating learning objectives on immunisation that are specific to the Expanded Programme on Immunisation (EPI), will enable students to develop a firm basis of core knowledge and skills in immunisation. To assist health training institutions in the African Region and to facilitate the systematic revision of EPI curricula, two prototype curricula, one for medical and one for nursing/midwifery schools, were developed by WHO/AFRO, NESI/University of Antwerp and other partners in 2006 and revised in 2015. Kenya Medical Training College (KMTC) has been at the forefront in revising and updating their institutional EPI curriculum for the pre-service Kenyan Registered Community Health Nursing programme based on the EPI prototype curriculum. Building on the successful strengthening of the EPI curriculum, KMTC will now embark on improving education and training for effective vaccine and cold chain management for selected training programmes. The different steps taken by KMTC to strengthen EPI teaching and learning can support other health training institutions who are willing to integrate the content of the EPI prototype curriculum in their own institutional curricula by adapting them to the local context.

Innovation of a Sliding Whiteboard for Teaching and Learning process

The innovation was done at Kenya Medical Training College, Nyeri. The main objectives were to come up with a whiteboard with increased writing surface area to avoid frequent & disruptive rubbing of the written part of a whiteboard during a lecture session and to use a sliding whiteboard as a teaching aid in a classroom setup. The design innovation method was used. The idea was to stack two or three whiteboards and then slide the first board to reveal the second board underneath. Followed by sliding, the second board to reveal the third board underneath. A dummy was developed, followed by the development of the final product. A sliding whiteboard (i.e. Kimwetich sliding board) with increased writing/illustration surface area was developed in March 2022 at a cost of Ksh 35,000 (350 USD). After putting up the first whiteboard ever on campus, students and lecturers were very excited to use it. The lecturers reported that the writing surface area on the whiteboard has surprisingly increased and is very convenient to use a sliding whiteboard. The students said that teaching and learning were more exciting than before. The use of a sliding whiteboard (i.e. Kimwetich sliding board) can easily be replicated in other learning facilities and institutions. The same concept can be used in a blackboard, smart board, 3D screens, and computer PowerPoint slides. Since it offers an opportunity for stimulus variation, teaching and learning was made more enjoyable. Value for money was realized, in that, the normal whiteboard with only two (2) writing surfaces was replaced by the sliding whiteboard with seven (7) writing surfaces. The space for putting up a whiteboard in the classroom walls was reduced hence maximizing space. The whiteboard is simple to use and doesn’t require any training.