Challenges in training the ideal Doctor for Africa: lessons learned from Zimbabwe

Abstract

Background: Limited competencies among doctors and reduced numbers from medical migration in Africa could be corrected through innovative curricula and retention of trained manpower. The University of Zimbabwe Medical School simultaneously decided to increase the quality and quantity of doctors to address shortages.

Aims: To evaluate the outcome of innovative medical education at the University of Zimbabwe Medical School.

Method: A structured questionnaire was administered to a broad group of staff and student representatives. In addition, a desk review of academic documents and policies and procedures was carried out.

Results: Early patient contact and community attachment which were introduced to the traditional curriculum remained but other teaching methodologies were not sustained with traditional didactic training still taking centre stage with limited staff development and retention. Whilst the annual student enrolment increased from less than 80 to 200 per year the vacancy rate of academic staff increased to 50%.

Conclusion: Innovative curricula were partially implemented. The annual student intake increased but the staff complement declined. There is an urgent need to monitor and evaluate outcomes of medical education in Africa to arrest further decline in the quality of health care services.