Knowledge and use of electronic information resources by medical sciences faculty at The University of the West Indies

OBJECTIVE: The objective was to determine faculty's knowledge of electronic resources, access to a computer, use of electronic resources (both number and frequency) available at the Medical Sciences Library (MSL), and the areas of training needed and to identify areas for further research. METHODS: A survey was administered to faculty in medicine, pharmacy, dentistry, and veterinary sciences at The University of the West Indies. The questions covered computer literacy, computer access and location, knowledge and use of electronic resources, and training needs. RESULTS: The response rate was 70%, of whom 97% were computer users. Seventy-three percent used computers daily, and 82% felt that their computer literacy level was average or beyond. Overall, it was found that faculty had high awareness of the electronic resources made available by the MSL but low use of MSL-specific resources supporting the suggested problem of underutilization. Many respondents felt that e-resources were important, and, though many felt that they were competent users, 83% were self-taught and many still expressed a need for training. Over 60% felt that a workshop with a hands-on component was the preferred format for training. It was recommended that there be greater promotion of the library's e-resources.

Developing and using performance indicators in evaluating quality and institutional effectiveness: the Faculty of Medical Sciences, UWI, St. Augustine [abstract]

Performance indicators are quantitative indices that describe organizational performance. They are frequently used for assessing institutional effectiveness and in performance management. In the current climate of accountability in higher education, performance indicators have an increasingly significant role in evaluation and benchmarking. In the United Kingdom (UK), the quality assurance agency has recently produced a range of performance indicators for all UK universities. Likewise, at the Office of Planning, the University of the West Indies, in its mid-term review makes use of performance indicators in assessing student progression in the key faculties at St. Augustine and Mona. However, traditional performance indicators may have limited interpretive value as evaluation indicators and benchmarks when applied to the assessment of institutional effectiveness of the Faculty of Medical Sciences. This lack of validity might relate to the unique structure of this Faculty, including the diversity in the student population, high admission scores, balanced gender ratios, a five-year multi-phased programme, a variety of assessment modes, and the facility for resits which aid academic progression. This study reports on an attempt to develop a compendium of performance indicators for use in quality management at the Faculty of Medical Sciences, St. Augustine. Data from all Phases and for all graduating classess in the medical and veterinary schools are used to evaluate the validity of a variety of access and progression indices, including value-added data and failure rates for the class of 1994 to 2000. The design of valid post-qualification indicators and a further study of non-completion are consisdered and rationalized. The study confirms limitations in the validity and reliability of common performance indicators and a lack of rigour and benchmarking status when applied to the complex programmes in the Faculty of Medical Sciences. It is argued that (1) greater attention must be payed to access indicators related to diversity, (2) progression indices should be varied and contextualized, and (3) performance indicators should include value-added indices which will allow progression rates to be compared with entry characteristics, including gender. (AU)

Engaging academic staff in reflective analysis of their teaching: a study of teaching at the Faculty of Medical Sciences, UWI, St. Augustine [abstract]

A qualitative study incorporating reflective analysis of lectures was conducted with four medical teachers of different subject disciplines. The researcher and medical educators engaged in discussions related to the transcribed audio-tapes, as well as video recordings of their lectures, clarifying reasons for evident teaching approaches, sometimes practiced sub-consciously. In all cases, the medical teachers came upon teaching practices that they set about to strengthen or modify, and were able to articulate a teaching philosophy as a result of the research experience. In addition, a focus group discussion with their students was also utilized to gain insight into the effectiveness of salient teaching approaches. The methodology is being proposed as suitable for a project on individualized staff development to enhance quality of teaching. (AU)

The teaching facility at the Eric Williams Medical Sciences Complex: an additional rising star from the west

The teaching facility at the Eric Williams Medical Sciences Complex was designed to provide a comprehensive structural environment for a multidisciplinary faculty whose teaching methodology utilized an integrated problem-based learning approach. Though the faculty is over 11 years old, the full realization of the vision has not become a reality and the next 10 years will be devoted to fulfilling the dream. (AU)

Health status in the Caribbean: has the Faculty of Medical Sciences made a difference?

The Faculty of Medical Sciences has contributed to improvements in health status in the Caribbean through its research, training, and service and outreach programmes. Basic and applied research has yielded important scientific data and information that has guided health care, resulting in decrease in morbidity and mortality. Physicians graduating from its undergraduate programme and successfully completing its graduate programmes, and nurse and other professionals trained in the Faculty, are widely dispersed throughout the Caribbean and, together with Faculty staff members, have collaborated with others to formulate and implement health policies, and to provide the facilities for health education and promotion, and for the care of ill patients. Outreach programmes include organising and/or participating in projects, conferences, workshops or consultations for or with countries or organisations. Collaboration and partnership for all these activities have been important. The problems and challenges are discussed, with an outline of some of the plans being employed to resolve them.(AU)

The contribution of the Faculty of Medicine, UWI, to health over the last 50 years

The Faculty has contributed to improvements in health care through its research, training, service and outreach programmes. Basic and applied research in malnutrition, vomiting sickness, veno-occlusive disease, infectious diseases, family planning, sickle cell disease, antenatal care, and many others has yielded important scientific data, and information that has guided health care. Service work includes organisation of and participation in health education and promotion, and in the clinical, laboratory, radiological and other services in institutions linked to the Faculty. Outreach programmes have ranged from response to disasters, to organising and/or participating in special projects for countries, to participation of the faculty and/or individual staff members in conferences, workshops and consultations with appropriate authorities. 3,746 medical graduates and 1,147 medical specialist have been trained; 722 nurses have been awarded certificates, and 134 baccalaureates, in Nursing Administration or Education; 188 health professionals have received the Masters, and 38 the Diploma in Public Health, and nearly 300 the Diploma in Community Health. Staff members have helped to train nurses, laboratory technologists, pharmacists, physiotherapists, radiographers, and other health professionals. These people have been or are involved in research; formulation and implementation of health policy; health education and promotion; and diagnosis, treatment and rehabilitation of patients. They therefore supplement and/or contribute to the Faculty's activities. However, there have also been some shortcomings in the Faculty's response to some of the regional problems, and it is important to address these and the new challenges.(AU)

Tracking medical research at the Faculty of Medical Sciences, University of the West Indies, Mona Campus- Part II: longitudinal analysis 1960 - 1990 - abstract

The research output of the Mona Campus Faculty of Medical Sciences, UWI, between 1960 and 1990 was quantified, based on the Departmental Reports published by the University of the West Indies. In the 30-year period under review, the number of peer-review publications of the Mona Faculty declined by 14-100 percent in all Departments except Pathology, where the number had risen by 10 percent. The number of academic staff had risen from 41 in 1960 to 143 in 1990 (249 percent), while the publication/staff ratio had fallen from 1.73 in 1960 to 0.48 in 1990 (p<0.0000001). The evidence indicates that the research-in-progress reported far exceeded its actual publication rate in 1990, whereas the opposite was the case in 1960. There was a significant decline in the number of international conference abstracts published and an increase in the number of conferences attended without a paper being presented (p<0.0001). The teaching load (student/staff ratio) had fallen by nearly 50 percent over the three decades (p<0.005). The study concludes that the research publication declined significantly over 30 years, and suggests that the poor productivity levels cannot be explained by staff shortages, or increased clinical service or teaching loads (AU)

Primary health care related knowledge attitudes and perceptions of academic staff and medical graduates of the Faculty of Medical Sciences, Mona, University of the West Indies

Primary health care (PHC) is the designated mode to achieve Health For All (HFA) by the Year 2000 (HFA 2000). To this end many organisations and institutions have implemented training programmes to ensure the dissemination of information relating to this concept. In April 1994, a cross-sectional study was conducted on a sample of 81 members of the academic staff of the Faculty of Medical Sciences, Mona, and 81 medical graduates for the years 1982-1992. A self-administered questionnaire was used to ascertain information on knowledge, attitudes and perception. The study revealed that knowledge about HFA and PHC was widely disseminated among both groups although specific knowledge components were far from clear. The graduates scored always marginally better than faculty for knowledge (p < 0.0005). Both groups reported favourable attitudes towards HFA and PHC. However a considerable proportion reported that "HFA is a Utopian ideal". The graduates showed higher attitudinal scores than the faculty (p<0.0004). Seventy seven percent of the academic staff and 85 percent of the graduates perceived PHC to be of practical significance to their job while 43 percent and 58 percent of the academic staff and graduates respectively considered the faculty training programme to be inadequate. These findings suggest that the Faculty of Medical Sciences should have continuing medical education activities giving greater importance to primary health care. Further, periodic and summative evaluation of all programmes be conducted. (AU)

Twenty five years of teaching: the Faculty of Medical Sciences of The University of the West Indies in Barbados: an address

Paper states that the overview of the history of the Faculty of Medical Sciences of the University of the West Indies in Barbados from the 1960's to the 1990's. The author, a faculty member discusses such topics as academic progress expansion, administration, community work, and outreach programmes (AU)

Progress in medical education in the Faculty of Medical Sciences, University of the West Indies: Implementation of problem-based learning at the St Augustine Campus

This paper reviews some of the developmental procedures regarding changes in medical education within the Faculty of Medical Sciences, University of the West Indies. Discussed are some of the constraints experienced in attempting curriculum changes in the established medical school at Mona, Jamaica, as compared with the implementation of a problem-based learning strategy curriculum at the Eric Williams Medical Complex, St Augustine, Trinidad and Tobago. At Mona, integration of disciplines, community-health and other programmes were attempted. However, it was at the Eric Williams Medical Complex, a new school, that the Faculty of Medical Sciences was able to implement a problem-based programme. (AU)

UWI medical outreach and St. Lucia in the eighties - abstract

This is a personal account of the influence of the U.W.I. Faculty of Medical Sciences as percieved at one of the "end-organs", a small West Indian state. I worked in St. Lucia from 1974 to 1978 and from 1980 to 1985. During the latter period there was an influx of young U.W.I. graduates, one of whom now holds the post of Chief Medical Officer. They largely broke the mould of the colonial structure that had persisted in the seventies, though not without difficulties and setbacks. It is my thesis that these U.W.I. graduates have had even more influence than the formal programmes of assistance of the Faculty to the St. Lucia Government. Nevertheless, the early eighties saw great activity in direct provision of resources from the Faculty to the Ministry of Health: (1) Several educational and consultative programmes through UWIDITE, (2) The U.W.I. Primary Health Care Centre, (3) The Health Development Planning and Manpower Project, (4) Assistance to the Government in obtaining a grant from the W. K. Kellog Foundation towards the acceleration of its own primary health care development programme. Meanwhile the thriving programme of Continuing Medical Education arising from the Faculty in Barbados, and largely financed by pharmaceutical companies, generously extended itself throughout the O.E.C.S. islands. This continues today. The Organisation of Eastern Caribbean States is now providing the Eastern Caribbean Drug Service, funded by the U.S. Government, and with U.S. consultants, in which a member of the Faculty provides the expertise in clinical pharmacology. There have been and always will be at least two roles for the U.W.I. in other people's development projects: advisory, and as a certifier of the standard of any formal education component. When the Faculty takes up more creative and dynamic roles than these depends on its own initiative. St. Lucia, a representative small state, has in the 1980s seen first advance, then retreat - partly under financial constraint - and now regrouping in the central Faculty's outreach programme. The period of advance gave autonomy to West Indian professionals in tackling locally perceived health needs, with control of their own funds and resources - it should be repeated (AU)