“I Need to Be the First One with a Different Approach and to Make a Difference to the People”: A Mixed Methods Pilot Study on Non-Physician Clinicians Training in Malawi

Abstract

Farzana Yasmin,1,* Andreas Schultz,2,3,* Ajib Phiri,2 Ralf Weigel1 1Friede Springer Endowed Professorship for Global Child Health, Witten/Herdecke University, Witten, Germany; 2Kamuzu University of Health Sciences, School of Medicine and Oral Health, Lilongwe, Malawi; 3Institute for Hygiene and Public Health, University of Bonn, Bonn, Germany*These authors contributed equally to this workCorrespondence: Farzana Yasmin, Friede Springer Endowed Professorship for Global Child Health, Witten/Herdecke University, Alfred-Herrhausen-Strasse 50, Witten, 58448, Germany, Tel [phone], Fax [phone], Email [email protected]: To improve child health care depends on the availability of sufficient numbers of skilled healthcare workers. To achieve this, the German Society of Tropical Paediatrics & International Child Health supported the existing three-year Bachelor of Science in Paediatrics and Child Health training for Clinical Officers, a non-physician clinician cadre, from 09/2017 to 08/2019. This study aims to evaluate the project to inform forthcoming training.Methods: All 17 students who were in training took part in this study. Quantitative data collection took place between 01/2018 to 06/2019 using the post-self-assessment bloc course survey, Research Self-Efficacy Scale (RSES), and Stages of Change (SOC) model. Students and key informants participated in three focus group discussions and five in-depth interviews during April 1– 10, 2019.Results: Students mostly perceived bloc course contents “At their level” (92%) and “Very important/relevant” (61%) with “Good quality” teaching (70.5%). The mean (SD) score for RSES (10-point scale) was 9.10 (0.91). The SOC (4-point scale) scores were higher for “Attitude” and “Intention” statements than “Action”. Students found the program well-paced, felt that their clinical knowledge and skills had improved, and valued the acquired holistic disease management approach. They reported increased confidence and being more prepared for leadership roles in their future work. The involvement of international teachers and supervisors enriched their global perspectives.Conclusion: Students improved their clinical and non-clinical skills, developed self-efficacy and attitudes toward research, and were confident to build and utilize their networks. These transformative experiences could facilitate the development of change agents among current and future trainees.Keywords: clinical officer, health partnership, child health, transformative learning, interdependence in education, change agent, non-physician clinician

Keywords

• [clinical officer
• health partnership
• child health
• transformative learning
• interdependence in education
• change agent.]