Identifying Competencies for Training: A Case Study on Physiotherapy Course at Kenya Medical Training College, Nairobi | Chapter 8 | New Visions in Science and Technology Vol. 10

 Background: Kenyan-trained physiotherapists progressed from masseurs to Kenya Registered Physiotherapists. The current Kenya Medical Training College offers diploma-level training as a result of the rapid development of paramedical training programmes (KMTC). To prevent, manage, and offer effective therapeutic and rehabilitative treatments for the entire community, physiotherapists should acquire clinical competencies to deal with current health concerns.

The following objectives were created in order to tackle the study's problem: To identify the competencies that physiotherapists gained during their training at the Kenya Medical Training College in Nairobi, and to outline the competencies that need to be learned during training in order to be competent in hospital and community settings.

Descriptive educational research was used as the design.

Physiotherapists in Kenya's Ministry of Health, Kenya Medical Training College, and public and private hospitals

Physiotherapy graduates, KMTC academics, public and private practitioners, and Ministry of Health administrators made up a random sample of 30 responses.

The competencies recognised by the participants in the first round were clustered, and the second round of questionnaires was created. A common set of clinical competences for training was produced from the second round of questions.

The answer rate was a perfect 100 percent. When participants repeatedly selected all of the domains of clinical competence that should be included in the curriculum, a consensus was reached. Research (86.6 percent), physiotherapy standards (86.6 percent), community-based rehabilitation (83.3 percent), counselling of patients and relatives (80 percent), emergency and disaster management (80 percent), communication (80 percent), medical legal issues and professional ethics were all rated 'Very Useful' by the participants (70 percent ).

Conclusion: Physiotherapists must be trained to work in both community and hospital settings.

Recommendations: KMTC should use a modified Delphi technique to identify areas of expertise for educating health professionals. Health workers should be prepared to function in both community and hospital settings, according to the courses developed.

Author(S) Details

Gladys J. Mengich
School of Public Health, Biomedical Sciences and Technology, Department of Health Professions Education, Masinde Muliro University of Science & Technology P.O. Box 190 - 50100, Kakamega, Kenya.

Sabella J. Kiprono
Department of Medical Laboratory Science, Masinde Muliro University of science and Technology, P.O.Box 190 – 50100, Kakamega, Kenya.

View Book:- https://stm.bookpi.org/NVST-V10/article/view/4889

Study on Curriculum Reform in Cameroon: An Analysis of the New Primary School Curriculum | Chapter 1 | New Horizons in Education and Social Studies Vol. 7

This paper discusses the reformed primary school curriculum in Cameroon that was published for implementation in the school year of 2018/2019. The programme is driven and endorsed by developmental theory through a constructivist educational philosophy. It is not generally organised around priorities, learning experiences, learning experience organisation, and assessment, but rather is organised around seven national skills and four broad-based competences. The programme is planned to be applied across pathway topics and eight interconnected themes of learning. Although the vertical and horizontal variables are used to structure the curriculum components, the data sources are highly skewed to satisfy business requirements, thus compromising relevance. The elements of vertical and horizontal articulation are reasonably balanced, but they have been skewed towards meeting consumer needs in terms of curriculum data sources, thus losing other important areas of knowledge of curriculum content required for holistic growth. The programme is built according to the existing competency curriculum movement structure. The curriculum, which is designed to meet the needs of programme harmonisation in primary schools in Cameroon, will enable all Cameroon children to learn the same curriculum for the first time since independence, contrary to past practises whereby Anglophone and Francophone children have studied various school curricula. A pedagogy of incorporation powers the programme.

Author(s) Details

Fedelis Lekeaka Alemnge
Faculty of Education, University of Buea, Buea, Cameroon.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/357