Table 1 Comparison between essential core competencies recommended by KI and FGDs and current curricula
Core competencies recommended in FGDs and KII | Medicine Curriculum (Source: 2003 curricula revision) | Nursing Curriculum (Source: 2003 curricula revision) |
|---|---|---|
Good alignment between stated core competencies and FGD and KII recommendations, yet poor systematic integration into course objectives and learning activities. | ||
Knowledge (discipline, medico-legal, population, health and health systems) | present | present |
Discipline specific clinical skills for patient management (history taking, assessment of patient, performance of procedures, and formulation of a management plan) | present | present |
Professional development skills (lifelong learning) | present | present |
Education | dispersed | present, required course |
Highlighted by FGD and KII as areas not adequately addressed in the implementation of nursing and medicine curricula | ||
Communication and interpersonal skills | present | present |
Professional behavior | present | present |
Health promotion and disease prevention | present | present |
Community health skills | present | present |
Highlighted by FGD and KII as areas not adequately addressed in the implementation of nursing and medicine curricula. Present at varying levels in the two curricula. | ||
Research | dispersed | present, required course and research study |
Management and Leadership | dispersed | present, required course |
Core competencies recommended by FGD and KII but not in the core curricula. This highlights the gaps between competencies and curricula necessary to meet Ugandan health goals | ||
Systems-based practice | absent | absent |
Continuous improvement of services | absent | absent |
Information Technology skills | absent | absent |