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A low-cost method for performing a curriculum gap-analysis in developing countries: medical school competencies in
Sarah Rominski1, Peter A Donkor, Aaron Lawson
1Global REACH, University of Michigan Medical School, Ann Arbor, Michigan 48109, USA. sarahrom@umich.edu
Background:
In this study, we undertook a comparison of the international, national, and local curricula of Ghanaian medical schools in order to identify any gaps.
Purpose:
To identify gaps in the Ghanaian medical school curriculum.
Methods:
The Ministry of Health and the two major sites for medical education in Ghana (UGMS, KNUST) participated using the only internationally accepted and validated set of outcome standards for medical education, the Global Minimum Essential Requirements. The competencies were reviewed by two U.S. consultants (DS, SR) and then edited, revised, and validated by individuals who are deeply involved in medical education in Ghana.
Results:
The KNUST team validated 6 gaps in their curriculum, and the team from UGMS identified 5. The standards were found by the U.S.-based consultants and validated by the Ghanaian team to have 6 gaps, many of which overlapped with those found in the Ghanaian medical school curricula.
Conclusions:
This analysis is a first step to determining physician training competency and an inexpensive method for identifying agreed-upon gaps in the current national requirements and local curriculum.
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