Behavioural objectives for medical auxiliary training in Tanzania: 9 years' experience with an education model

The behavioural objectives model of curriculum design was introduced to the Medical Auxiliary Training Sector in Tanzania during the 1970s while problems of expansion, novelty and economic stress were abundant. Experience in a relatively privileged school, Rural Medical Training Centre, Sengerema, shows that the model did not result in more practical teaching time, due mainly to various constraints. The students did, however, appreciate the 'sharing of objectives' at the onset of a teaching block as a great help for their (theoretical) learning. Due to unfamiliarity of teachers with new subject matter related to primary health care, the model has failed thus far to result in a relevant practical course in public health promotion. A more problem-oriented approach to curriculum development is recommended.