The authors have declared that no competing interests exist.
Analyzed the data: EEK SM CM EL HL PF EK KP HD. Wrote the first draft of the manuscript: SM HL PF. Contributed to the writing of the manuscript: EEK SM CM EL HL PF EK KP HD.
The Health in Action section is a forum for individuals or organizations to highlight their innovative approaches to a particular health problem.
Sarah MacFarlane and colleagues share their lessons engaging in educational reform and faculty development with the Muhimbili University of Health and Allied Sciences in Tanzania and the University of California San Francisco.
To address Tanzania's extreme shortage of health professionals, increasing numbers of universities are training many more health professionals; for example, one university admitted about 50 medical students a year from 1971 until 1996, whereas in 2009 six universities admitted 756 medical students—still many fewer than are needed based on population growth.
Universities can support health professionals to build and maintain critical competencies by strengthening curricula and pre-service and internship training, and providing opportunities for continuing professional development.
Muhimbili University of Health and Allied Sciences (MUHAS), the oldest health sciences academic institution in Tanzania, is partnering with the University of California San Francisco to transform MUHAS's educational environment through curricula revision and faculty development.
We learned that enhancing the educational process involves a great deal of commitment from faculty across MUHAS and will only succeed if supported by long-term institutional reform.
Our work will take years to evaluate; sharing of early lessons learned by institutions undergoing educational reform will start to build a body of knowledge and experience to inform transformation of health professions education in Tanzania and elsewhere.
As immediate and crushing as the health burden is for Tanzania and across Africa, health systems will not cope better without many more health professionals competent to play leading roles in meeting population needs. Thus, national and international strategies depend fundamentally on universities, and on their transformation into modern engines for change and as custodians of quality education.
Tanzania suffers an extreme shortage of health workers
Since independence, Tanzania has relied heavily on mid-level substitute health workers
To address the imperative for more health professionals, universities are expanding educational programs in Tanzania (
University | Type of University, Location | Year of First Admissions | Undergraduate Educational Programs for Health Professionals |
Muhimbili University of Health and Allied Sciences (MUHAS) (founded in 1963 as the School of Medicine, University College of Dar es Salaam, and chartered in 2007) | Public, Dar es Salaam | 1963 | Dentistry, environmental health, radiotherapy technology, laboratory sciences, medicine, nursing, pharmacy |
International Medical and Technological University (IMTU) | Private, Dar es Salaam | 1997 | Laboratory sciences, medicine, nursing |
Kilimanjaro Christian Medical College (KCMC), Tumaini University | Private, Moshi | 1997 | Medicine, nursing, physiotherapy |
Hubert Kairuki Memorial University (HKMU) | Private, Dar es Salaam | 1998 | Medicine, nursing |
Aga Khan University (AKU) | Private, Dar es Salaam | 2001 | Nursing |
Catholic University of Health and Allied Sciences (CUHAS) (founded in 2003 as Bugando University College of Health Sciences, Saint Augustine University of Tanzania, and chartered in 2011) | Private, Mwanza | 2003 | Laboratory sciences, medicine, nursing, pharmacy |
St John's University of Tanzania (SJUT) | Private, Dodoma | 2007 | Pharmacy, nursing |
College of Health Sciences, University of Dodoma (UDOM) | Public, Dodoma | 2009 | Medicine, nursing |
Source: authors (EEK, EL, and CM).
Until 1997, MUHAS, then a college of the University of Dar es Salaam, was the sole institution training graduate health professionals in Tanzania. At MUHAS, medicine dates to 1963, pharmacy to 1974, public health (as community medicine) to 1976, dentistry to 1979, and nursing to 1988. In 2007, MUHAS gained its charter as a public university of health sciences and still teaches the largest number of health professional students. It is now joined by a new public university in Dodoma (admitting medical students from 2009) and seven private universities (1997–2010) (
The number of graduates who actually practice, however, disappoints: some never practice, while others gravitate to administrative jobs in non-governmental organizations or to work abroad. These losses of new entrants into health system positions result in part from 1) major delays in assigning graduates, during which time they seek employment elsewhere; and 2) the prospect of unattractive remuneration and benefits, and inadequate facilities that constrain the graduates' abilities to practice professionally once employed
In 2009, to inform curriculum revision:
Teams of MUHAS faculty and students interviewed recent graduates in their workplaces, and their supervisors and co-workers;
Graduates from all the professional programs, and their supervisors, observed that newly employed graduates, although knowledgeable, lacked sufficient clinical or practical skills to meet workplace practice expectations;
Supervisors noted that graduates did not show sufficient professional respect for patients, colleagues, and the public;
Graduates recommended improving clinical training, more interactive learning, use of information technology, and stronger mentoring relationships with faculty.
All health professional graduates in Tanzania, wherever trained, are ministry of health employees through their internships, until obtaining licenses to practice;
Hospitals certified to meet the training requirements of the increasing numbers of graduates are too few, and apart from referral hospitals with a tradition of training interns, they are new to the task and have too few qualified supervisors;
Thus the training during internship rotations fails to meet educational objectives for many trainees.
Tanzania lacks a formal system for coordinating continuing professional development;
Once licensed to practice by professional bodies, Tanzania does not require any health professional in Tanzania to update or improve skills or knowledge;
This negatively impacts professional standards, motivation of health workers, and ultimately health outcomes.
In 2008, concerned about the quality of tertiary education, the government of Tanzania called on all universities to introduce competency-based education. MUHAS embraced this mandate as an opportunity to initiate a planned transformation of its educational environment. The vision features MUHAS as a center of excellence to catalyze reform of health professions education throughout Tanzania.
Core activities we describe derive from the MUHAS-UCSF Academic Learning Project
Few MUHAS faculty had any formal training as educators and most were new to competency-based education. In 2010, approximately 40% of 217 faculty members in MUHAS's five professional schools were about five years from retirement or already post-retirement, working on contract. MUHAS decided to invest in young faculty as future academic leaders, engaging their enthusiasm and energy to create a contemporary and supportive educational environment.
MUHAS leadership recruited an inter-professional team of mostly junior faculty who later gained recognition and authority as the Health Professions Educators Group (HPEG). Working alongside UCSF educators in a series of intensive workshops, the group developed expertise and prepared training sessions on teaching and assessment methods required for competency-based education. These activities regularly expand MUHAS faculty and postgraduate student engagement with educational improvement for better health outcomes.
MUHAS established curriculum committees at university, school, institute, and departmental levels. The committees reviewed “competency domains" used in health professions schools in the United States (US), Australia, and the United Kingdom, assessed their relevance in Tanzania, and identified eight for MUHAS graduates, each associated with two to ten competencies. In six domains, the competencies are identical for all professional programs; these domains are: relationships with patients, clients and communities; relationships with colleagues; teaching skills; maintaining good practice; working within the system and context of health care; and professionalism. Within the domains of professional knowledge and practical/clinical skills the competencies are profession-specific. MUHAS designed its competencies to improve health outcomes; the new framework for training of health professionals from all schools is geared to improving performance of graduates, including supporting their participation in inter-professional practice.
Advised by ministries responsible for education and health, education experts from other Tanzanian universities, and professional bodies—and informed by their 2009 survey of graduates—MUHAS faculty constructed the new curricula. With support from the committees and the HPEG, the faculty designed methods of instruction (including team-based learning, clinical simulations, community-based learning, and use of information technology) and assessment of student achievement of competencies (including objective structured clinical examinations, multisource assessment. and structured multiple choice questions). The Tanzanian Commission for Universities, the national accreditation body, approved the final curricula in September 2011; the MUHAS launch followed in October 2011 for all matriculating students.
To support and maintain the momentum around education sparked by the introduction of competency-based education, MUHAS leadership introduced policies and procedures that 1) updated merit-based promotion criteria to emphasize faculty contributions to teaching and educational scholarship; 2) highlighted educational scholarship as a research theme, with associated small grants; 3) incorporated the HPEG workshops into a formal faculty development program; and 4) mandated an educational course for all postgraduate trainees to integrate teaching and mentoring into their careers, some as future faculty.
MUHAS plans to open a Centre for Health Professions Education to provide a physical environment to stimulate more inter-disciplinary educational innovation attuned to inter-professional teamwork needs. State-of–the-art teaching, learning, and assessment facilities will serve faculty and students at MUHAS and other Tanzanian universities and promote continuing professional development among practitioners nationwide.
The work we describe took several years of relationship building, needs assessments, and piloting to prepare, and three intense years of collaboration, skill building, and technological upgrades to carry out; but it will require a decade or more to fully implement and evaluate. In 2010, the
MUHAS learned it needed new approaches and policies to effect and sustain its desired transformation. Chief among these are changes to:
Prepare, retain, and sustain faculty as teachers, and recognize their contributions to teaching and educational scholarship;
Expand teaching resources by grooming postgraduates as potential faculty and training practicing professionals as adjunct faculty;
Encourage pilots to inform mainstreaming of competency-based curricula attuned to health needs, and to update teaching and student assessment;
Promote a constant process of evaluating all aspects of change in order to inform next steps.
To assure the desired workforce transformation, Tanzania's introduction of competency-based education for the health professions will require clear continuity beyond MUHAS and other professional schools—moving into professional settings, including designation of responsibility for supervision, oversight, and accreditation beyond the initial degree.
In Tanzania, as in other African countries, graduation concludes the university role; the ministry of health supervises internships. Universities, ministries of education and health, and accreditation, regulatory, and professional bodies will need to work together in the formation and nurturing of competence. They will also need to share responsibility for supervising and accrediting the achievement of improving competence through the professional continuum. In opening its Centre for Health Professions Education, MUHAS plans to coordinate players to address some of these issues on a national scale
Promoting appropriate curricula and progressive educational strategies and methods is essential for transformative scale-up of health professions education for better health outcomes. MUHAS is demonstrating the role of a university as an innovator, “incubator", and disseminator of know-how for advancing education—with the benefit of its UCSF partnership. We learned that health professional schools need to:
Share resources and team up across professional schools, then collaborate among health universities across the country and across professions, sharing lessons about improving education and managing change;
Strive for inter-professional educational environments and training that allow students to learn, and subsequently work—together in inter-professional teams;
Invite strategic international partnerships with collaborators willing and able to support innovation consistent with national strategies.
The future of MUHAS's effort to enhance its educational environment lies in its faculty. As in other African universities
Just as MUHAS is transforming its curricula and developing faculty in partnership with UCSF, other newer universities in Tanzania are introducing educational innovations with partner support. The Kilimanjaro Christian Medical College is working with Duke University School of Medicine to review and revise its curricula and to introduce problem-based learning with support from the US National Institutes of Health Fogarty Medical Educational Partnership Initiative
The work we describe belongs to the many faculty members and students at MUHAS whose dedication ensures the future of their professions in Tanzania. We recognize over 200 participants in the Academic Learning Project from across the schools at both MUHAS and UCSF who contributed significantly to the design and implementation of this work to date.
assistant medical officers
clinical officers
Health Professions Educators Group
Muhimbili University of Health and Allied Sciences
University of California San Francisco