Table 1

Assessment of CBE at the 22 institutions evaluated

Characteristic

Number (Percentage)


Evaluation of the CBE curriculum document

There is a CBE curriculum

20 (90.9)

The curriculum has goals and objectives

18 (81.8)

The curriculum has clear intended outcomes on CBE

16 (72.7)

The curriculum has an evaluation plan

9 (40.9)


Implementation of CBE and resources available

There are community training sites

18 (81.8)

CBE site tutors are used

18 (81.8)

Learning takes place in the right context

18 (81.8)

Learning is self directed

15 (68.2)

There is immediate feedback to trainees

18 (81.8)

Libraries are available

6 (27.2)


Assessing for collaborative/social learning

Live in community or at a hostel within the community

8 (36.3)

Work on a group project

19 (86.4)

Work on individual project

11 (50.0)

Learn within and participate in multidisciplinary teams

11 (50.0)

Write a group report

19 (86.4)

Write individual reports

17 (77.3)

Are linked to traditional medical practitioners during training

10 (45.5)


Instruction methods

Lectures

20 (90.9)

Seminars

11 (50.0)

Workshops

8 (36.3)

Small groups

18 (81.8)

Learning problems

11 (50.0)

Case studies

10 (45.5)

Assignments

20 (90.9)

Skills demonstration (such as demonstration of how to vaccinate children, how to perform clinical examination, or how to perform venepuncture)

22 (100.0)


The learning context

Urban/peri urban areas

15 (68.2)

District headquarters

7 (31.8)

Schools

15 (68.2)

Health centers or district hospitals

22 (100.0)

In homes

17 (77.3)

With Non-Government Organizations

9 (40.9)


Kaye et al. BMC Medical Education 2011 11:7   doi:10.1186/1472-6920-11-7

Open Data