EVALUATION OF TEACHING AND LEARNING APPROACHES AT KCMUCo Joachim Kessy, Christina Mtuya, Elizabeth Msoka & Innocent Mboya Kilimanjaro Christian Medical University College (KCMUCo)

Background Understanding teaching and learning approaches applied at KCMUCo is a foundation for building a stronger university TCU recommends SCL for her respective Universities including KCMUCo This survey aimed at evaluating the teaching and learning approaches at this University College

Objectives 1. To evaluate teaching and learning approaches at KCMUCo 2. To assess implementation of PBL and e- learning at KCMUCo 3. To determine challenges involved in applying PBL approach at KCMUCo

Methods A survey involving both quantitative (self administered survey) and qualitative (in- depth interviews) methods was carried out in February 2016 Included all academic staff at KCMUCo (both part & full time) In-depth interviews included: those ever attended any BSU/PBL training & those who did not

Results: Participants characteristics CharacteristicsSex Total n (%) n=49 Male n (%) n=33 Female n (%) n=16 Age (years) * Median (IQR)45 (32, 60)40 (34, 45)42 (34, 56) (75)1 (25)4 (8) (57.1)6 (42.9)14 (30.4) (71.4)8 (28.6)28 (60.9) Education level* Diploma/Bachelor Degree3 (50) 6 (12.8) Master’s Degree20 (74.1)7 (25.9)27 (57.5) PhD9 (64.3)5 (35.7)14 (29.8) Field of experience* Medicine13 (72.2)5 (27.8)18 (37.5) Basic Sciences11 (78.6)3 (21.4)14 (29.2) Behavioral Sciences3 (42.9)4 (57.1)7 (14.6) Others5 (55.6)4 (44.4)9 (18.8) * Frequencies do not tally due to missing values

Participants characteristics (IDIs) IDIs included 19 academic staff Three (3) were professors and the rest were either Assistant Lecturers or Lecturers

Experience with teaching approaches at KCMUCo The median years of teaching at KCMUCo was 10 and IQR (5 -16 years) Since the inception of KCMUCo, the aim was to develop a “SPICES” curriculum - an acronym for; -S: Student centred -P: Problem oriented -I: Integrated program -C: Community centred -E: Electives -S: Systematic training

Experience with teaching approaches at KCMUCo Both participants from IDIs & quantitative survey reported “Lecture method” to be the most commonly teaching approach Other approaches: PBL, TBL, clinacal practicals, community oriented trainings, group discussions, e-learning etc.

Training on teaching Methodology Of 49 academic staff 35(71.4%) and 13 of 19 IDIs participants had attended BSU training Views regarding the training attended; -It introduced new interesting teaching approach and updates their teaching skills -Changed teaching approaches -Appraised for being practical/ exercises centred -Equipped them with skills to prepare the lesson plan, training materials, learning objectives, presentations, student communication etc. -Most students acknowledges this approach while some prefer traditional lecture approach

Views regarding the training attended “It was very difficult before because I was not able to form my specific objectives, not able to plan my teaching and see how I am going to assess the students because I didn’t have that knowledge. But after training I know what I want my student to get and how to attain that objectives” - IDI001CH

Challenges faced using PBL It takes a lot of time to prepare PBL Limited teaching methodology skills among the academic staff (a day or two of training not enough) Challenges in implementing “SPICES” philosophy Increased number of students: limits available resources & difficult to conduct PBL Students find PBL too demanding Reluctance of some academic staff to change from the traditional teaching system to PBL

Lesson Learnt PBL is acknowledged as one of the best approaches in stimulating teaching and learning horning up student’s skills and interest There are some challenges in implementing PBL approach