Community Based Education and Community Service (CBES)

General Information

Although a combination of teaching methodologies is used in different departments, as teaching methodology, Community Based Education (CBE) is widely exercised throughout the college. Classroom lecture methods, demonstrations, hospital visits/clinical attachments and laboratory exercises are parts of the teaching methodologies. During the community and clinical attachment sessions, students are exposed to various problems that require local /hospital solutions. At this stage students get the chance to develop hands-on experience and problem solving attitudes. The competence of instructors in the teaching learning process has been given serious consideration at college of medicine and health sciences. A higher diploma program in teaching methodology has been introduced and all staff members will be required to go through this program in the future if they choose to stay in the teaching profession.

A. Community Based Education (CBE): A Starting point and teaching methodology

The college has known by implementing Community Based Education (CBE) consisting Community based Training Program (CBTP) and Team Training Program (TTP). Graduating class students are assigned in different health centers for Team Training Program (TTP) for two months every year. During their stay in the community, students would provide basic health service activities both in static and outreach schemes.

Strategies of CBE
In order to implement community based education (CBE), the college uses the following three strategies:

  1. Community Based Training Program (CBTP)
  2. Team Training Program (TTP)
  3. Student Research Program (SRP)
  • Community Based Training Program (CBTP)

It is an integrated institutional program, which runs in phases from first year to graduation along with an in-built regular follow up program. Each phase has specifically defined educational objectives. During each phase, students as a group are assigned to urban and semi-urban or rural areas. In the CBTP activity students are expected to collect relevant information using well-structured questionnaires. For each team, a team of supervisors (academic staff) are deployed together with the students. The data collection period in the community is about 5 to 8 days.  After data collection, students and assigned supervisors participate in data analysis to determine the community problems. In this process, problem identification and prioritization is undertaken. Finally students are expected to present their findings at symposium.

  • Team Training Program (TTP)

In Team Training Program (TTP), senior students from different health disciplines will be deployed to rural and semi-urban health center as a team (each team consists of 10 to 15 students) for two months and engage themselves in clinical and community outreach activities. Every fortnight supervisors (senior academic staffs) are deployed to supervise the activities and evaluate the two weeks activity reports. During each phase, the team of students delivers services to the catchment communities of the health center.

  • Student Research Program (SRP)

Within the SRP, all under graduate program students are required to undertake independent institutional/community based research work. During this program the student (s) and the research advisors of students will work hand in hand to finalize student research activities. This enables the students to become skilled researchers. While doing their research they will gain knowledge on problem identification, data collection, data analysis, interpretation, recommending solutions and implementing them. The study has to be problem-oriented, community-based/institution-based, scientifically and ethically sound and feasible and action oriented.

Community-Based Education, in general, has enabled the university:
To train professionals in diverse fields of studies in a community setting in such a way that the students will be responsive to the needs of the community, mainly:

  • To encourage a team approach in treating societal problems,
  • To work with the local communities with greater conviction,
  • To undertake problem-based research activities which take into consideration the priority needs of the community and enhance research undertaking skill.

Current Activities

  • Based on CBE-BDU guideline, undergraduate students of Medicine, Nursing, and Midwifery at their final year of studies are teamed up and are now attached to seven TTP sites found in East and West Gojjam and Awi zones.
  • Students from other programs (Medical Lab., Pharmacy, Psychatry, Ansthesia and speciality programs) will be considered for TTP in their final year of graduation.
  • Nursing students conducted their CBTP-I and CBTP-II program in Belay Zeleke District, Bahir Dar
  •  CBE office is working to build Students’ hostels in each TTP sites 

B. Community Services:

The College Community Service activities are conducted both as independently planned as well as, as part of research and teaching programs. These activities range from activities done by students under the Community Based Education program; medical service and health education provided as part of outreach programs of the academic units/the hospital.

Contacts:

Achenef Motbainor Begosew (PhD)

Director, Community Based Education and Community Service (CBES)
College of Medicine and Health Sciences,

Bahir Dar University, Ethiopia
Phone:+251xxxxxxxxxxxx

Email: xxxxxxxxxxxxxxxxxx

Office: Peda Campus ,

Tel: +251-0582-264162 (office)

Fax: +251-0582- 205932

Bahir Dar, Ethiopia

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Contact CMHS

College Of Medicine and Health Sciences

Bahir Dar University

 Bahir Dar, Ethiopia

Phone:- +251-0582-9 99275

P.o.box:- 79

e-mail:- collegehealthscience@gmail.com

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