Health Professions Education and Training for Strengthening the Health System and Services in Uganda

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Led by Sarah Kiguli at the Makerere University College of Health Sciences, the goal of this effort is to improve service delivery of the Ugandan health system through strengthened health professional interdisciplinary education and research training to produce graduates with competencies to address the priority health needs of the Ugandan population.  The team at Makerere University College of Health Sciences (MakCHS) in Uganda will use various innovative educational models to strengthen the health professionals’ education research and training capacity of the partners in this consortium. The local partners in the consortium include relatively young public and private universities in Uganda, and hospital training sites in the Ugandan health system. The overall hypothesis is that strengthening the consortium’s health professional education capacity will lead to increased numbers of health professionals with the competencies to address the critical biomedical, behavioral and clinical issues affecting patients’ and community outcomes in HIV/AIDS and other Ugandan health priorities. MakCHS has benefitted from various NIH health professional education, research and training capacity building awards that include the successfully concluded MEPI-MESAU award (PD Nelson Sewankambo). This project will build on the gains of the MEPI-MESAU project, address the challenges, and leverage existing opportunities.. The team leading this effort includes faculty from various disciplines at MakCHS and other universities in Uganda, the African Centre for Global Health and Social Transformation (ACHEST), with the MakCHS partners at Yale University and John Hopkins University.

3 Specific Aims:
1.    To enhance Health Professions’ Education (HPE) and training to produce health professionals who are competent to address the priority health needs of Uganda. 
2.    To strengthen the capacity of graduating health professional students to remain and practice in Uganda, serve as faculty and or conduct research related to HIV/AIDs and other health priorities. 
3.    To enhance institutional systems to sustain transformative health professions education in Uganda.

Jane McKenzie-White of Johns Hopkins CCGHE is evaluating the current health provider curriculum for accountability and outcomes organized around identified competencies and targeted skills. The process will serve as a template for ongoing curriculum evaluation and improvement, providing a rigorous feedback loop, with the goal of ensuring health profession education continues to serve the health care needs of the Ugandan population.  

Dr. Yuka Manabe of Johns Hopkins CCGHE conducting high-quality PhD training, which is an important part of research capacity building in low-income countries (LICs) and which seeks to create a critical mass of able scientists who can perform independent, original scientific research and mentor others. Building on prior successes, in-country PhD training will be expanded using a focused, intensive group mentorship model to supplement traditional PhD supervision.