Leadership and governance influences effective DHPT, through the decision-making processes and roles and responsibilities of stakeholders. | |
---|---|
1. Stakeholders engage in partnerships. | |
2. Roles and responsibilities of stakeholders are clear.. | |
3. Management is committed to collaboration.. | |
4. Stakeholders’ senior management demonstrate visionary leadership. | |
5. Champions take responsibility for distributed training. | |
6. Funding is made available. | |
7. Communication channels exist among stakeholders. | |
8. Monitoring, evaluation, and research are encouraged by leadership. | |
9. The training institution: | |
•implements institutional policies supporting distributed training. | |
•capacitates primary supervisors and other site staff. | |
•maintains relationships with the site. | |
•selects students most likely to practice in distributed areas. | |
•is familiar with the each site’s strengths and challenges. | |
The curriculum provides the scaffolding that informs the learning outcomes, content, mode of delivery, and assessment of students, and evaluation of the curriculum itself. | |
10. Management prioritises distributed training. | |
11. Learning outcomes across training institutions are consistent. | |
12. Learning outcomes for distributed training include a focus on: | |
•Social determinants of health. | |
•Common, undifferentiated problems in primary health care. | |
•An integrated spectrum of health and illness. | |
•Cultural awareness. | |
13. The curriculum for distributed training uses: | |
•Various teaching and learning approaches. | |
•A patient-centered approach to care. | |
•Opportunities for developing a range of competencies. | |
•Adaptability to the realities of the individual site. | |
•On-site, integrated and continuous student assessment. | |
14. Rotations should be of sufficient length to allow for student immersion. | |
15. Students provide and receive regular feedback. | |
16. Monitoring, review, and modification of the curriculum is performed. | |
The community is defined as the population that utilises the local health facility where students are trained, and is the reference point for the curriculum. | |
17. Community stakeholders are engaged. | |
18. Partnerships are maintained with community stakeholders. | |
19. The community shares the vision for training. | |
20. Students and staff are aware of community needs. | |
21. Learning opportunities are available in the community. | |
22. Students learn through being immersed in the community. | |
23. Stakeholders engage in celebration of accomplishments. | |
The training environment includes (a) people who work at the distributed training site, and in the community, contributing to the training of the students; and (b) the training site as the context and physical environment within which the distributed training takes place. | |
(a) People | |
24. A dedicated person coordinates the training at the site. | |
25. Staff from various professions work with students to facilitate their learning. | |
26. Site staff receive guidelines to support students’ learning. | |
27. Site staff receive recognition from the training institution. | |
28. Site staff provide feedback about student performance. | |
29. Subject specialists support distributed training through regular outreach visits. | |
30. At least one health professional acts as primary supervisor for students. | |
31. The primary supervisor: | |
•develops, implements, and evaluates the training at the site. | |
•is involved in assessment of students. | |
•receives the necessary support and training technologies. | |
•develops capacity in teaching and learning., | |
(b) Place | |
32. The training site is selected collaboratively by stakeholders., | |
33. Site selection is based on factors that facilitate relevant learning opportunities. | |
34. Medical equipment, appropriate to the level of care, is available. | |
35. Sufficient space for training activities is made available. | |
36. Materials to enhance learning are made available on-site. | |
37. Accommodation and transport for students are made available. | |
The students are learners enrolled for any programme in health professions at a training institution. | |
38. Students: | |
•receive orientation before they begin a rotation. | |
•have academic and social support available. | |
•provide feedback after they complete a rotation. | |
•have adequate arrangements for safety and security. | |
39. Student-staff ratios are mutually agreed upon. | |
40. At least two students are assigned to a site. | |
41. Reasonable logistical arrangements are made by the training institution. |