Competency-based pre-service education for medical specialists is a prerequisite for the professional provision of health care services in accordance with valid clinical standards. In combination with measures for improving social protection in the event of illness and strengthening capacities in medical laboratories, such competency-based training will contribute to the achievement of SDG 3 (Health and well-being), especially 3.3 with regard to the fight against communicable diseases, 3.8 with regard to universal health coverage and 3.c with regard to the development of the health workforce.
The GIZ’s ISPH project has five outputs: 1, 2 and 3 are focused on social protection governance and organisation while outputs 4 and 5 are focused on the health sector (pre-service education of selected cadres of health professionals; laboratory strengthening). To improve the foundations for competency-based pre-service education (CBE) at the operational level GIZ will support the Health Science Institute of the Royal Cambodian Armed Forces (HSI RCAF) and the Khmer-Soviet Friendship Hospital (KSFH) to improve their methodological foundations and organisational measures for competency-based training of doctors and laboratory technicians. HSI RCAF provides education and training to approximately 25% of the medical students at public universities in Cambodia and 47% of all laboratory technicians. KSFH is a teaching hospital providing clinical pre-service experience. These two organisations require support to move to a core competency framework including adjustments to their pre-service programmes to align curricula to competency-based methods, organisational strengthening, strengthening quality assurance and development of CBE skills in order to be able to contribute to the training reform process more effectively.
m4edu together with m4h will provide inputs to support this advancement towards CBE in the health sector including context sensitive inputs to support cultural and technological shifts in several areas, specifically:
- Shift from teacher centred training to student centred learning
- Decrease in reliance on classroom teaching towards an increase in active, on the job learnings
- Change in concepts of assessment, for instance moving away from reliance on assessment of knowledge towards formative assessments of student learning, including skills in clinical practiced
- Improvement in capacity building and performance management mechanisms for educators and clinical preceptors/mentors
- Establishment of strategic and organisational quality assurance processes supporting CBE. Our team will train and build institutional capacities in the following core areas:
- Learning management systems
- Teaching and learning approaches
- Clinical practise skills
- Student engagement
- Student assessment