Browsing by Author "Cotton, Phil"

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The Desired Rwandan Health Care Provider: Development and Delivery of Undergraduate Social and Community Medicine Training
(Taylor & Francis Inc , 530 Walnut Street, Ste 850, Philadelphia, USA, PA, 19106, 2015) Flinkenflögel, Maaike; Cubaka, Vincent Kalumire; Schriver, Michael; Kyamanywa, Patrick; Muhumuza, Ibra; Kallestrup, Per; Cotton, Phil
What works well in primary care education in your locality, region or country? • The new undergraduate social and community medicine training (iSOCO) in Rwanda focuses on crosscutting skills, knowledge and attitudes in primary health care delivery. What challenges have you faced? • Challenges faced include programme sustainability (PHC), large student group teaching, limited resources and students being unfamiliar with the new online teaching platform with unstable internet accessibility. How have you addressed them? • The iSOCO development and teaching team was motivated to work with the limited resources available and to develop an innovative training with available resources. Strong focus of the Ministry of Health on PHC, the need of the College of Medicine and Health Sciences to become more socially accountable and long-term commitment of external partners increased the programme sustainability. What is the generalisable learning? • When students are exposed to the principles of PHC and social and community medicine early in the medical education, it is more likely they will become patient-centred and community-oriented health care providers who are good communicators, collaborators, managers, scholars, health advocates and professionals, as described in the ‘desired Rwandan health care. provider
Health Professional Training and Capacity Strengthening Through International Academic Partnerships: The First Five Years of the Human Resources for Health Program in Rwanda
(Kerman Univ Medical Sciences , Jahad Blvd, Kerman, Iran, 7619813159, 2018) Cancedda, Corrado; Cotton, Phil; Shema, Joseph; Rulisa, Stephen; Riviello, Robert; Adams, Lisa V; Farmer, Paul E; Kagwiza, Jeanne N; Kyamanywa, Patrick; Mukamana, Donatilla; Mumena, Chrispinus; Tumusiime, David K; Mukashyaka, Lydie; Ndenga, Esperance; Twagirumugabe, Theogene; Mukara, Kaitesi B; Dusabejambo, Vincent; Walker, Timothy D; Nkusi, Emmy; Bazzett-Matabele, Lisa; Butera, Alex; Rugwizangoga, Belson; Kabayiza, Jean Claude; Kanyandekwe, Simon; Kalisa, Louise; Ntirenganya, Faustin; Dixson, Jeffrey; Rogo, Tanya; McCall, Natalie; Corden, Mark; Wong, Rex; Mukeshimana, Madeleine; Gatarayiha, Agnes; Ntagungira, Egide Kayonga; Yaman, Attila; Musabeyezu, Juliet; Sliney, Anne; Nuthulaganti, Tej; Kernan, Meredith; Okwi, Peter; Rhatigan, Joseph; Barrow, Jane; Wilson, Kim; Levine, Adam C; Reece, Rebecca; Koster, Michael; Moresky, Rachel T; O’flaherty, Jennifer E; Palumbo, Paul E; Ginwalla, Rashna; Binanay, Cynthia A; Thielman, Nathan; Relf, Michael; Wright, Rodney; Hill, Mary; Chyun, Deborah; Klar, Robin T; McCreary, Linda L; Hughes, Tonda L; Moen, Marik; Meeks, Valli; Barrows, Beth; Durieux, Marcel E; McClain, Craig D; Bunts, Amy; Calland, Forrest J; Hedt-Gauthier, Bethany; Milner, Danny; Raviola, Giusappe; Smith, Stacy E; Tuteja, Meenu; Magriples, Urania; Rastegar, Asghar; Arnold, Linda; Magaziner, Ira; Binagwaho, Agnes
Background: The Rwanda Human Resources for Health Program (HRH Program) is a 7-year (2012-2019) health professional training initiative led by the Government of Rwanda with the goals of training a large, diverse, and competent health workforce and strengthening the capacity of academic institutions in Rwanda. Methods: The data for this organizational case study was collected through official reports from the Rwanda Ministry of Health (MoH) and 22 participating US academic institutions, databases from the MoH and the College of Medicine and Health Sciences (CMHS) in Rwanda, and surveys completed by the co-authors. Results: In the first 5 years of the HRH Program, a consortium of US academic institutions has deployed an average of 99 visiting faculty per year to support 22 training programs, which are on track to graduate almost 4600 students by 2019. The HRH Program has also built capacity within the CMHS by promoting the recruitment of Rwandan faculty and the establishment of additional partnerships and collaborations with the US academic institutions. Conclusion: The milestones achieved by the HRH Program have been substantial although some challenges persist. These challenges include adequately supporting the visiting faculty; pairing them with Rwandan faculty (twinning); ensuring strong communication and coordination among stakeholders; addressing mismatches in priorities between donors and implementers; the execution of a sustainability strategy; and the decision by one of the donors not to renew funding beyond March 2017. Over the next 2 academic years, it is critical for the sustainability of the 22 training programs supported by the HRH Program that the health-related Schools at the CMHS significantly scale up recruitment of new Rwandan faculty. The HRH Program can serve as a model for other training initiatives implemented in countries affected by a severe shortage of health professionals.
Lessons from the field: Transforming Health Professionals’ Education in Rwanda–Contributions From Social and Community Medicine
(University of Rwanda, 2015) Cubaka, Vincent Kalumire; Kyamanywa, Patrick; Flinkenflögel, Maaike; Schriver, Michael; Ngabire, Emmanuel; Cotton, Phil
Health professionals’ education is undergoing enormous transformation internationally and also in Rwanda. We present the contribution of a Social and Community Medicine program at the University of Rwanda to this new era of community oriented, people centred and socially accountable health professionals’ education.
The Next Generation of Rwandan Physicians With a Primary Health Care Mindset
(AOSIS , Postnet Suite 110, Private Bag x 19, Durbanville, South Africa, 7550, 2015) Flinkenflögel, Maaike; Kyamanywa, Patrick; Vincent K Cubaka, Vincent K; Cotton, Phil
Globally there is a need for well-trained primary health care physicians at the district level. Physicians who focus on ambulatory care will be in greater demand in addressing the global burden of chronic disease and multi-morbidity, which are on the increase in Africa. Not surprisingly, family medicine has grown stronger on the African continent in the past decades. In Rwanda, education of health professionals has recently undergone several changes. Postgraduate training in medical and surgical specialties has been further developed in a constructive and inclusive way with support of American universities. Although postgraduate training in family and community medicine has been temporarily halted, the need to develop and enhance undergraduate training in social and community medicine was identified and efforts have since commenced. This raises the question whether postgraduate training was developed too early, at a time when undergraduate training did not yet embrace the concept of primary health care.
Twinning Ph. D. Students From South and North: Towards Equity in Collaborative Research
(Taylor & Francis Inc , 530 Walnut Street, Ste 850, Philadelphia, Usa, Pa, 19106, 2015) Schriver, Michael; Cubaka, Vincent Kalumire; Kyamanywa, Patrick; Cotton, Phil; Kallestrup, Per
What works well in primary care education in your locality, region or country? • In this case, we focus on primary care research education. Twinning of individual Ph.D. students under strong institutional south–south or south–north partnerships may help build capacity for locally anchored primary care research potentially unaddressed by other projects and organisations, as well as enforce the quality of research and learning outcomes What challenges have you faced? • The high level of interdependency and sharing between the Ph.D. twins entails risks for project completion. Also, differences between the twins, their institutions and their country regulations pose challenges both for formal requirements and daily collaboration How have you addressed them? • Advocacy, timely planning, institutional commitment and information sharing at administrative levels help facilitate formal and informal institutional collaboration. Social investment, friendship, flexibility and alignment of expectations of the twins help streamline daily collaboration. Local employment of southern twin and inclusion of bilateral co-supervisors anchor the project locally What is the generalisable learning? • This pilot of matching and twinning Ph.D. students shows potential for equitable research capacity building in resource-constrained settings. It extends principles of collaborative learning to the doctoral level where the Ph.D. twins may compensate and challenge each other as well as share benefits and risks, successes and failures, joys and frustrations in their work, synergistically empowering one another as international collaborators, communicators and researchers