scholarly journals An East African safari

1989 ◽  
Vol 13 (1) ◽  
pp. 25-26 ◽  
Author(s):  
John L. Cox
Keyword(s):  
Medical Students ◽  
Civil Wars ◽  
Mental Hospital ◽  
Postgraduate Training ◽  
Full Professor ◽  
East African ◽  
National Hospital ◽  
Makerere University ◽  
External Examiner ◽  
The University

To have been external examiner for the Masters Degree in Psychiatry (M Med) of the University of Nairobi for the last three years was an unusually stimulating opportunity, not only for a ‘busman's holiday’ (as my registrar called it) and a ‘good enough’ reason for a return to Africa, but it also enabled me to contribute again to training East African psychiatrists – a task which I first undertook in 1972 when a lecturer at Makerere University in Uganda. Because of the civil wars in Uganda, however, the Department of Psychiatry in neighbouring Kenya has now flourished and become one of the most substantial Departments in Central and Southern Africa. The Department, which includes one ‘full’ professor, two associate professors, four lecturers, two tutorial fellows, will soon have its own teaching in Kenyatta National Hospital as well as accommodation at the Mathari Mental Hospital, made famous by the pioneer observations of Carothers. In addition to its commitment to postgraduate training the Department provides three months teaching for other doctors taking an M Med in Medicine and Paediatrics and also teaches 150 medical students each year.

scholarly journals What Kind of Doctor Do You Want to Be? Geriatric Medicine Podcast as a Career Planning Resource

2017 ◽  
Vol 2017 ◽  
pp. 1-6
Author(s):  
Anna Byszewski ◽  
Kathryn Bezzina ◽  
Meriem Latrous
Keyword(s):  
Medical Students ◽  
Career Paths ◽  
Postgraduate Training ◽  
Career Planning ◽  
Geriatric Medicine ◽  
Student Understanding ◽  
Optimal Direction ◽  
Similar Information ◽  
The University ◽  
Multimedia Resource

Introduction. For optimal direction in career paths and postgraduate training, students can benefit from information to guide them through options. Using geriatric medicine as a template, the goal was to develop a multimedia podcast resource that can give a clearer picture of what a specialty entails. Methods. The project included a survey of existing resources and needs assessment of medical students at the University of Ottawa, Canada. This survey assessed students’ knowledge of geriatrics and interest in the field and explored what they foresee as being important to be informed on when considering application to programs. Based on this, interview questions and content were developed for a podcast which was then evaluated. Results. Interviews were conducted with physicians and residents nationwide. Relevant resources and links were added to the podcast. Evaluation demonstrated improved student understanding and interest in geriatric medicine as a career. Point-by-point format for a template on how to develop similar podcasts was developed to assist other specialties looking to develop similar information. Conclusions. As no such framework currently exists, results of this project can serve as a template for other postgraduate programs in developing a multimedia resource for informing prospective trainees.

scholarly journals Building the Capacity of Librarians through Collaboration

2014 ◽  
pp. 137-147
Author(s):  
Maria G. N. Musoke ◽  
Ane Landoy
Keyword(s):  
Information Science ◽  
Bachelor's Degree ◽  
Foreign Affairs ◽  
Library And Information Science ◽  
East African ◽  
Library Automation ◽  
Makerere University ◽  
University Library ◽  
Automation Project ◽  
The University

This chapter details the collaboration scenario of the University libraries of Makerere University in Uganda and the University of Bergen in Norway for over a decade. This chapter highlights the multiplier effect of the collaboration leading to new partners at the University of Juba in South Sudan, the East African School of Library and Information Science (EASLIS) at Makerere and the Norwegian School of Librarianship. The new partners implemented the Juba University Library Automation Project (JULAP) funded by the Norwegian Ministry of Foreign Affairs. JULAP aimed to rebuild the Juba University Library closed due to 1985 war. The project includes library automation, training and sponsoring young Sudanese for a Bachelor’s degree in Librarianship at EASLIS. Staff training is conducted by EASLIS, while the practical component was handled by previously trained Makerere University Library staff. Activities, challenges faced and addressed, achievements and future plans of the project are outlined.

Erieza Kintu's Sulutani Anatoloka: A Nineteenth-Century Historical Memoir From Buganda

1993 ◽  
Vol 20 ◽  
pp. 313-319
Author(s):  
John A. Rowe
Keyword(s):  
British Empire ◽  
Land Tenure ◽  
Social Research ◽  
New Order ◽  
Private Land ◽  
East African ◽  
Makerere University ◽  
Cooperative Society ◽  
History Of ◽  
The University

An 85-year-old villager named Erieza Kintu died at Kabubu in the county of Bulemezi, kingdom of Buganda, sometime in 1965. His passing was virtually unnoticed, except by relatives and a few neighbors. Through my research trips between 1962 and 1964 had on several occasions brought me to within a few miles of his house, I never met Kintu. Yet he is one of my best sources for the history of Buganda in the 1890s. Indeed, his memory of the so called “rebellion” by Kabaka Mwanga against the British in 1897 is the single best source I know, particularly valuable as an “insider” eyewitness participant. Even more importantly, unlike the earlier “official” histories of Mwanga's uprising, Kintu's view is from the point of the losers in the conflict—those who had resisted the new order of Christianity, private land tenure, and protectorate status within the British empire.As so often happens with the vanquished, their history was suppressed by the victors, who—through the control of schooling and the printing press— ensured that only their own version of the conflict would become history. Yet somehow, at the age of almost seventy years the non-literate Erieza Kintu managed to dictate his oral memoirs to the manager of the Baganda Cooperative Society Press, and the result was Sulutani Anatoloka, a printed pamphlet that went on sale in Kampala priced one shilling a copy. After a few days no doubt the small edition was sold out and disappeared from view. Fortunately, one copy wound up in the hands of a prominent anthropologist from the University of Chicago, Lloyd Fallers, who was director of the East African Institute of Social Research at Makerere University in the early 1950s. Years later, when Fallers returned to Chicago, he brought back the pamphlet and offered me a photocopy, which I translated from Luganda into English in 1964. At that time I knew nothing about the author, except what was printed in his memoir covering the years from 1892 to 1899, nor did I know the circumstances surrounding the publication, or even the date when it had been printed. So here was a mysterious, unique, and potentially invaluable historical source—if only one could investigate its provenance.

scholarly journals Integration of traditional and complementary medicine into medical school curricula: a survey among medical students in Makerere University, Uganda

BMJ Open ◽  
2019 ◽  
Vol 9 (9) ◽  
pp. e030316 ◽  
Author(s):  
Amos Deogratius Mwaka ◽  
Gersave Tusabe ◽  
Christopher Orach Garimoi ◽  
Sunita Vohra ◽  
Charles Ibingira
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Complementary Medicine ◽  
Cross Sectional Study ◽  
East African ◽  
African Region ◽  
Cross Sectional ◽  
Makerere University ◽  
East African Region ◽  
School Curricula

ObjectiveTo describe the disposition and sociodemographic characteristics of medical students associated with inclusion of traditional and complementary medicine in medical school curricula in Uganda.DesignA cross-sectional study conducted during May 2017. A pretested questionnaire was used to collect data. Disposition to include principles of traditional and complementary medicine into medical school curricula was determined as proportion and associated factors determined through multivariate logistic regression.Participants and settingMedical students in their second to fifth years at the College of Health Sciences, Makerere University, Uganda. Makerere University is the oldest public university in the East African region.Results393 of 395 participants responded. About 60% (192/325) of participants recommended inclusion of traditional and complementary medicine principles into medical school curricula in Uganda. The disposition to include traditional and complementary medicine into medical school curricula was not associated with sex, age group or region of origin of the students. However, compared with the second year students, the third (OR 0.34; 95% CI 0.17 to 0.66) and fifth (OR 0.39; 95% CI 0.16 to 0.93) year students were significantly less likely to recommend inclusion of traditional and complementary medicine into the medical school curricula. Participants who hold positive attributes and believe in effectiveness of traditional and complementary medicine were statistically significantly more likely to recommend inclusion into the medical school curricula in Uganda.ConclusionsInclusion of principles of traditional and complementary medicine into medical school curricula to increase knowledge, inform practice and research, and moderate attitudes of physicians towards traditional medicine practice is acceptable by medical students at Makerere University. These findings can inform review of medical schools’ curricula in Uganda.

East African Political Science Research Workshop

1968 ◽  
Vol 6 (4) ◽  
pp. 566-568
Author(s):  
Paul F. Nursey-bray
Keyword(s):  
East Africa ◽  
Financial Support ◽  
Rockefeller Foundation ◽  
Social Research ◽  
Science Research ◽  
The Political ◽  
East African ◽  
Makerere University ◽  
Research Workshop ◽  
The University

This workshop, sponsored by the University of East Africa and the Institute of Social Research at Makerere University College, with additional financial support from the Rockefeller Foundation, was subdivided into two brief conferences. The underlying idea was that the more traditional disciplinary concerns of the political scientists of East Africa should form the basis for the first day, after which the workshop would broaden into an interdisciplinary experiment, with additional participants.

scholarly journals East African Higher Education and the limitations of institutional reforms: A case study of selected public universities

2019 ◽  
Vol 8 ◽  
pp. 299-320
Author(s):  
Philipo Sanga
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Economic Conditions ◽  
East African ◽  
Institutional Reforms ◽  
Makerere University ◽  
Massification Of Higher Education ◽  
African Higher Education ◽  
The University

Globally, universities are engaged in various aspects of reforms to improve their outlook and relevance. In East Africa, despite the similarities in many dimensions of socio-economic conditions, universities vary in terms of focus and extent of engagement in educational reforms. In order to examine this phenomenon more closely, three purposely-selected East African public universities were studied. Analysis of related documents as complemented by responses from key officials of these institutions revealed several findings: the University of Dar es Salaam’s reforms seemed to conform more to characteristics of competitiveness-driven reforms, the University of Nairobi exhibits equity-driven reform, and Makerere University practises finance-driven reforms. Furthermore, the findings register limitations of effective institutional reforms such as massification of higher education, infringement of university autonomy, emerging technologies, paradox of internationalization, and the incapacity to cater to holistic students’ welfare. The study concluded that, despite the myriad of limitations that the universities face, they have numerous opportunities which if efficiently utilized will enable them run the higher education race more triumphantly. The paper recommends that strategies for reforms should not derail the universities from their mandate to serve their respective countries.

Collaborative Development and Utilization of iLabs in East Africa

2012 ◽  
pp. 108-122 ◽  
Author(s):  
Cosmas Mwikirize ◽  
Arthur Asiimwe Tumusiime ◽  
Paul Isaac Musasizi ◽  
Sandy Stevens Tickodri-Togboa ◽  
Adnaan Jiwaji ◽  
...  
Keyword(s):  
East Africa ◽  
East African ◽  
Collaborative Development ◽  
Makerere University ◽  
Development And Utilization ◽  
Student Exchanges ◽  
The University ◽  
Higher Institutions

Since 2005, Makerere University and the University of Dar es Salaaam have taken definitive steps toward the development and utilization of iLabs. This chapter presents the iLabs experiences of the two East African universities. The experiences presented here are characterized by: institutionalization of developer teams, development of ELVIS-based iLabs, staff & student exchanges, and utilization of iLabs to support curricula. The two universities have also undertaken to setup iLabs communities at peer universities and other higher institutions of learning in East Africa.

Developing a guide to choose psychiatry in Spain

2017 ◽  
Vol 41 (S1) ◽  
pp. s895-s896
Author(s):  
C. Gómez Sánchez-Lafuente ◽  
R. Reina Gonzalez ◽  
E.M. Rodríguez Sánchez
Keyword(s):  
Medical Students ◽  
Postgraduate Training ◽  
Medical Specialty ◽  
Competing Interest ◽  
The Moment ◽  
University Degree ◽  
The University ◽  
Academic Record ◽  
Test Result ◽  
Structured Questionnaire

IntroductionChoosing a medical specialty is not easy. In Spain, when medical students finish the university degree, they have to take an exam called popularly MIR if they want to start a specialty. If the exam is passed, that person receives a number result of his academic record during university and test result. The number indicates the order of election, so number 1 chooses specialty and hospital first and so on. The Spanish healthcare system offers between 220 and 250 places to start the Specialty of Psychiatry in 121 hospitals across Spain.MethodsWe designed a semi-structured questionnaire with 30 questions specific for the purpose of this work. The questionnaire was spread by social networks and email to reach as many medical doctors undertaking postgraduate training in psychiatry as we could.ResultsOne hundred and thirty people responded to the questionnaire. Fifteen were not psychiatry trainees. We obtained information from 80 hospitals (66%). Thirty-three hospitals (41%) have specific training in psychotherapy. Sixty-nine (86%) apply electroconvulsive therapy regularly. Teaching during training is given together with psychologists and nurses in 36 hospitals (45%), with psychologists in 32 (40%), only psychiatry trainees in 12 (15%). Psychiatry trainees do general emergency guards in 62 hospitals (77%).ConclusionAt the moment of writing this, the guide has been consulted by 14,600 people and visited over 40,000 times. This guide may help medical students to discover Psychiatry Training and to choose the best hospital that fits their interests.Disclosure of interestThe authors have not supplied their declaration of competing interest.

A Quantitative Assessment of the Need for Offering Counselling Services to Medical Students attending University of Zambia, School of Medicine.

2020 ◽  
Vol 7 (2) ◽  
pp. 93-103
Author(s):  
Gretchen Slover
Keyword(s):  
Medical Students ◽  
Counseling Services ◽  
Student Responses ◽  
Counselling Services ◽  
School Of Medicine ◽  
Comprehensive Picture ◽  
Fourth Year Medical Students ◽  
The Subject ◽  
The University ◽  
Therapy Sessions

Background: This research was birthed in 2017 during a trip to Lusaka, Zambia, with the purpose of offering fourth-year, medical students attending the University of Zambia, School of Medicine, lectures on psychology topics as part of their clinical studies.  Students were also offered brief therapy sessions where they could process thoughts and feelings causing them internal struggles.  The subject of offering counseling on a regular basis was randomly discussed with the students.  From these discussions the need for this research became evident, with the intent of becoming the launching pad to brainstorm the most effective ways of developing a plan to offer counseling services for all medical students attending the University of Zambia School of Medicine. Methods: An-experimental research design, consisting of completion of a 12-item questionnaire administered by paper and pen. The inclusion criteria were the fourth year, medical students attending the University of Zambia, School of Medicine. Results:  The student responses revealed that most of them had little to no experience with counseling services, but a strong desire for them. Discussion: The goal of this study was to simply establish a need for an on-campus counseling service, the need of which has been established by the very students who would benefit.  With the acceptance of this need, the future plan is to explore the different ways in which this need can be fulfilled with minimal costs to the Medical School Program. Conclusion:  This study is the first step towards identifying the needs of the medical students and sets the ground-work for further research into the specific areas of need and mental health challenges.  More specificity in the area of demographics of students will produce a more comprehensive picture of the areas of concentration for the therapists offering services.

scholarly journals Mentors' experiences in an osteopathic medical student research program

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tyler Hamby ◽  
W. Paul Bowman ◽  
Don P. Wilson ◽  
Riyaz Basha
Keyword(s):  
Medical Students ◽  
Research Program ◽  
Online Survey ◽  
Medical Schools ◽  
Systematic Instruction ◽  
Medical Student Research ◽  
Research Programs ◽  
Student Mentor ◽  
The University

Abstract Context Medical students, especially at osteopathic medical schools, have limited research exposure. Systematic instruction in research, supervised by qualified mentors, could motivate osteopathic medical students to pursue research in their careers, thereby increasing the number of future clinician-scientists. Recruiting and retaining suitable research mentors are crucial to sustaining such programs, but this task is also particularly challenging for osteopathic medical schools. Objectives To assess mentors' experiences in a voluntary student-mentor medical research program. Methods An online survey was sent to 76 university- or hospital-based participants who previously mentored 219 medical students between 2014 and 2019. The questionnaire consisted of 13 items with responses in checklist, five-point Likert scale, and categorical multiple-choice formats, assessing motivation for participation, satisfaction with the program, and interest in future participation. Data were analyzed descriptively, and responses from mentors at the university and hospital were compared using univariate logistic and ordinal regression analyses. Results Among 70 (92.1%) mentors who responded to the survey, 61 (87.1%) reported being motivated by a desire to help medical students learn research. Forty-nine (70.0%) mentors indicated that furthering their own research productivity was a motivation, and hospital-based mentors were statistically significantly more likely to endorse this source of motivation (OR=2.02; 95% CI=1.18–3.45; p=0.01). Most respondents were satisfied with the quality of the students' work (59 [84.3%]) and with the program (59 [85.5%]). However, 46 (65.7%) suggested the program could be enhanced by requiring medical students to be physically present in the clinic or laboratory for a minimum amount of time. Importantly, most (58 [84.1%]) mentors reported that they would be interested in participating in future mentored research programs. Conclusions Mentors were motivated to participate in the voluntary research program for both altruistic and professional reasons. Since most mentors reported being satisfied with the program, it is likely they would participate in future mentored research programs. Our results suggest that mentors viewed this voluntary research program as mutually beneficial.

Sign in / Sign up

Export Citation Format

Share Document