Student and faculty perceptions on the rapid scale-up of medical students in Ethiopia

BMC Medical Education

Table 1 Characteristics of study participants (n = 22)

Participants	Total (n = 22)	Male (n = 10)	Female (n = 12)	Time at AAU Medical School	Exposure to MEPI-E
Administrators	3	2	1	2 – 6 years	Works with MEPI programs
Faculty Members	6	4	2	3 – 17 years	MEPI-E Advisory Board Received MEPI-E funds Works with MEPI-E programs
Resident	1	0	1	6 years	Attended MEPI-E training
Interns	2	1	1	5 years	Participated in MEPI-E program Received tablet
Pre-Clinical Students	5	1	4	1–2 years	Received tablet
Clinical Students	5	2	3	3 –6 years	Participated in MEPI-E program Received tablet

Four thematic domains emerged during analysis that elicited context-rich responses (Table 2). All participants stated that at least some aspects of the quality of medical education had been compromised due to the large influx of medical students without proportional increases in accompanying resources and infrastructure. As a result, the majority of participants reported negative learning and teaching experiences. Participants who were aware of MEPI-E mentioned that MEPI-E had begun to address some of the effects of the scale-up at AAU

ISSN: 1472-6920