Evaluation of ultrasound training in the problem based learning radiography curriculum at makerere university, Uganda

Abstract 

Introduction

The College of Health Sciences (CHS), Makerere University has been training health professionals since 1924. Six years ago, there was a curriculum change to Problem Based Learning/Community based Education and Service (PBL/COBES). A SPICES model (Student centered, problem based, integrated, community based, electives, systematic) was adopted and defined to suit the CHS environment. The radiography program is 3 years in length which involves Ultrasound as an important part of the training. It was a challenge to adopt the new PBL method of learning after having a lecture-based pedagogical method for over 80 years.

Objective

To implement the training of ultrasound in the PBL radiography curriculum as well as evaluate the opinions of the staff and students about Ultrasound training in the new curriculum.

Methodology

A participatory approach was used. Workshops were conducted and objectives for ultrasound courses refined. Scenarios were written for use in the PBL sessions. A retrospective review of student performance in the ultrasound courses was carried out. A cross-sectional survey involving teachers and current radiography students was also carried out to evaluate learning of ultrasound using the PBL approach.

Results

Students have consistently excelled in ultrasound courses using the PBL approach of learning. Both teachers and students rated the teaching of ultrasound to radiography students as being highly important and supported the new approach to training.

Conclusion

Ultrasound training using PBL has been successfully implemented. However, this is still an ongoing process and will require the total commitment of both students and teachers.

Keywords: Problem based learning, Ultrasound, Radiography, Uganda