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040			_cddc
041			_aEnglish
100			_q Doreen Mloka
245			_aThe process of harmonizing Competency-Based curricula for medicine and nursing degree programmes _bA Multi-Institutional and Multi- Professional experience from Tanzania
260			_aMwanza, Tanzania : _bCatholic University of Health and Allied Sciences [CUHAS-Bugando] : _c2023
300			_aPages 740-751
300			_aIncludes References
490			_vMedical Teacher Volume 45, 2023 - Issue 7
520			_aAbstract : In many low- and middle-income countries, there seems to be a mismatch between graduate skills and healthcare industry requirements due to variability in curricula. With the current increased global demand for competent health profession graduates, harmonizing competency-based curricula (CBC) is necessary to address this mismatch. This paper describes how three health professions training universities in Tanzania and their two long-standing United States partners embarked on developing harmonized CBC for undergraduate medicine and nursing degrees. The main goal of the activity was to develop templates to harmonize curricula that would support graduates to acquire mandatory national Graduate Minimum Essential Competencies (GMEC) irrespective of the institution of their training. The paper describes the processes of engaging multiple institutions, the professions of medicine and nursing and various stakeholders to develop mandatory curricula generic competencies, creating milestones for assessing competencies, training faculty at each of the three partnering institutions in curriculum delivery and assessments, resulting in the adoption of the curricula by the University leadership at each institution. Ultimately the Tanzania Commission for Universities (TCU) a regulatory body required all schools of medicine and nursing in the country to adopt the curricula, thus creating a harmonized national standard for teaching medicine and nursing beginning October 2022.
600			_x Harmonized
600			_xCompetency-based
600			_xCurricula
700			_qEdith Tarimo
700			_qLillian Mselle
700			_qStephen Mshana
700			_qNathaniel Sirili
700			_qJane Rogathi
700			_qLevina Msuya
700			_qPascahilis Rugarabamu
700			_qAlfred Mteta
700			_qMainen Moshi
700			_qGideon Kwesigabo
700			_qEligius Lyamuya
700			_qJohn Bartlett
700			_qJudy Martin-Holland
700			_qPatricia O'Sullivan
700			_qSarah Macfarlane
700			_qEphata Kaaya
856			_uhttps://doi.org/10.1080/0142159X.2022.2158066 _yhttps://doi.org/10.1080/0142159X.2022.2158066
942			_2ddc _cVM _n0
999			_c28020 _d28020