Designing a PBL and TBL Curriculum that Enhances Education Opportunities for General Medical Practitioners in Mozambique
West Virginia University and the Catholic University of Mozambique have established a partnership for improving medical education in Mozambique. The Catholic University of Mozambique Faculty of Medicine was established relatively recently in Beira, Sofala Province in 2000. The first class of physicians graduated in 2007. // The initial curriculum was established in cooperation with the University of Maastricht in the Netherlands as a problem-based learning (PBL) curriculum. In this curriculum, students learn the basic science subjects by working through cases based on local epidemiological profiles. While this type of PBL curriculum has been successful in the Netherlands, as well as elsewhere in the world, it has not been as effective at Catholic University of Mozambique based on student performance on standardized tests provided in both the Netherlands and Mozambique. These standardized test results particularly identified weaknesses in anatomical knowledge of the Catholic University of Mozambique students when compared with performance of the students at University of Maastricht. // To identify the source of these weaknesses, members of the anatomy faculty at West Virginia University traveled to Mozambique to evaluate the current curriculum at the Catholic University of Mozambique Faculty of Medicine. For comparison, and to better understand the student population and resources available elsewhere in the country, we also met with and interviewed faculty at the government-run Universidad Eduardo Mondlane, which uses a more traditional lecture-based curriculum of basic sciences education. Faculty at the Universidad Eduardo Mondlane have begun to implement some PBL classes as well, but not as the primary teaching method.
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