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Title: | Evaluation of a learner-designed course for teaching health research skills in Ghana |
Authors: | Agbenyega, Edward Tsiri Bates, Imelda Karikari, Patrick Ansong, Daniel Bedu-Addo, George Akoto, Alex Yaw Osei Nsiah-Asare, Anthony |
Issue Date: | 27-Jun-2007 |
Publisher: | BioMed Central |
Citation: | BioMed Central, 2007 |
Abstract: | Background: In developing countries the ability to conduct locally-relevant health research and high quality
education are key tools in the fight against poverty. The objective of our study was to evaluate the effectiveness
of a novel UK accredited, learner-designed research skills course delivered in a teaching hospital in Ghana.
Methods: Study participants were 15 mixed speciality health professionals from Komfo Anokye Teaching
Hospital, Kumasi, Ghana. Effectiveness measures included process, content and outcome indicators to evaluate
changes in learners' confidence and competence in research, and assessment of the impact of the course on
changing research-related thinking and behaviour. Results were verified using two independent methods.
Results: 14/15 learners gained research competence assessed against UK Quality Assurance Agency criteria.
After the course there was a 36% increase in the groups' positive responses to statements concerning confidence
in research-related attitudes, intentions and actions. The greatest improvement (45% increase) was in learners'
actions, which focused on strengthening institutional research capacity. 79% of paired before/after responses
indicated positive changes in individual learners' research-related attitudes (n = 53), 81% in intention (n = 52) and
85% in action (n = 52). The course had increased learners' confidence to start and manage research, and enhanced
life-long skills such as reflective practice and self-confidence. Doing their own research within the work
environment, reflecting on personal research experiences and utilising peer support and pooled knowledge were
critical elements that promoted learning.
Conclusion: Learners in Ghana were able to design and undertake a novel course that developed individual and
institutional research capacity and met international standards. Learning by doing and a supportive peer
community at work were critical elements in promoting learning in this environment where tutors were scarce.
Our study provides a model for delivering and evaluating innovative educational interventions in developing
countries to assess whether they meet external quality criteria and achieve their objectives. |
Description: | This article is published at BioMed Central, and also available at doi:10.1186/1472-6920-7-18 |
URI: | doi:10.1186/1472-6920-7-18 http://hdl.handle.net/123456789/15686 |
Appears in Collections: | College of Health Sciences
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