| LEARNING/TEACHING |
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| Year : 2002 | Volume
: 15
| Issue : 1 | Page : 3-9 |
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Developing Appropriate Community-Based Postgraduate Training in a Developing Country
GW Brobby1, FO Ofosu-Barko2
1 Dean, School of Medical Sciences, School of Medical Sciences, KNUST, Kumasi, Ghana
2 Head, Department of Obstetrics & Gynaecology, School of Medical Sciences, KNUST, Kumasi, Ghana
Correspondence Address:
G W Brobby
c/o Dean's Office, School of Medical Sciences, University of Science and Technology, Kumasi
Ghana
 Source of Support: None, Conflict of Interest: None  | Check |
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The School of Medical Sciences, KNUST, established in 1975, indicated its educational orientation to a community-based and community-oriented system using the problem-based learning approach. Falling victim to the phenomenon of brain-drain, the School developed a postgraduate medical curriculum which takes into account the needs and demands of national governments and communities for quality specialist care and equitable distribution of existing health facilities. There is an innovative communitybased fourth year for obstetrics and gynaecology, ophthalmology, otorhinolaryngology, paediatrics, surgery and medicine. After attainment of the Part I Examination, residents
are sent to Ulm, Maastricht, Britain and the United States for clinical attachments for a period of 3 to 6 months before returning to sit for their Final Part II for the Fellowship of the West African College of Surgeons or Physicians (FWACS, FWACP). By ensuring that the Final Examinations take place after the elective attachment, none of the new breed of specialists so far produced has been lost to the Western world. The strengths and weaknesses of the programme are discussed. |
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