Kelsey Renning, Brittney van de Water, Shelley Brandstetter, Chisomo Kasitomu, Netsayi Gowero, Miriam Simbota, Maureen Majamanda
Training needs assessment for practicing pediatric critical care nurses in Malawi to inform the development of a specialized master's education pathway: a cohort study
BMC nursing
design prototype programmatic assessment model using integration system thinking design thinking frameworks explore barriers way implementation medical education qualitative casestudy conducted bahria university medical dental college karachi september december 2022 methodological approaches used systems thinking design thinking philosophical paradigm used critical realism maximum variation purposive sampling technique used selecting faculty members medical students data collected two sets semistructured interviews initial interviews levels empathise define ideate lowfidelity prototype programmatic assessment design created presented participants second set interviews focussed feedback prototype programmatic assessment design pattern matching method used data analysis 65 subjects 20307 faculty members 525 lecturers 525 professors basic clinical sciences remaining 45692 students 5111from year medical dental streams initial interviews revealed failure students struggle understand cause failure assessment system lacked narrative feedback mechanism numbers passfail decisions selfexplanatory students lacked attitude towards continued improvement formative assessment taken seriously carried 10 weightage programmatic assessment design presented participants faculty members voiced concerns regarding faculty training shortage resources legal issues related implementation students supported design especially continued narrative feedback academic improvement portfolio development considered timeconsuming task reservations regarding ability make quality assessment portfolio implementation programmatic assessment required faculty development resourceintensive stakeholders especially students found interested implementation medical education