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Collection Policy

Statement of Purpose

The Center for International Reproductive Health Training at the University of Michigan (CIRHT-UM) (http://cirht.med.umich.edu/)  was founded in 2014 to partner with educational institutions in developing countries to strengthen the human resources for family planning (FP) and comprehensive abortion care (CAC). For 5 years, our primary focus was education, complemented with research, clinical service, and faculty development activities to reinforce student learning. We utilized a preservice approach to integrate FP/CAC into undergraduate and postgraduate curricula to ensure graduates acquire the skills they need before beginning their clinical service.

Through our faculty development program with partner schools, we provided faculty in OBGYN, midwifery, nursing, and collaborating departments with the skills, coaching, and professional networks to be exemplary educators, health providers, and researchers. Through these partnerships, we have provided personalized curriculum review and faculty development across 11 colleges and universities in Ethiopia and Rwanda. Building on the lessons and materials from those projects, we distilled the 14 student competencies and 12 faculty competencies. This toolkit maps those competencies to some of the core materials that we used for our workshops and webinars.

We collected these materials over the course of our 5 years of pre-service education projects with partner health sciences institutions in Ethiopia and Rwanda. This collection has been selected from a larger pool of materials to represent the most pertinent resources that supported our training for the specific competencies in FP/CAC. 

This toolkit focuses on the education program for faculty competencies. There are other toolkits for the education program for students and for the research program. 

Scope and Characteristics of Collection

This toolkit is intended to provide guidance to university and college-level faculty and staff responsible for reproductive health education and research that aim to replicate or adapt the CIRHT-UM model in their settings. It serves as a companion resource to the CIRHT-UM Framework publication from 2018 (http://hdl.handle.net/2027/spo.mpub11305653). The target audience for the collection is university faculty and staff responsible for reproductive health education and research, including school or department heads, research investigators, site coordinators, project managers, medical education directors, and professional education directors.

Selection Process

Our approach from the start has been one of competency-based education. We extended that model to the structure of the toolkit. First, we came to a consensus about the core competencies the program has aimed to develop to prepare the students to become fully competent providers and communicators of FP/CAC upon graduation. We agreed on 14 student competencies in FP/CAC that have been common across all of the individual institutional partnerships. From that, we identified 12 competencies for the faculty in imparting wisdom to their students as clinical providers and educators. These competencies have been aligned with the overarching program goals, the framework, and the monitoring and evaluation logic model. 

Evaluation Criteria

We wanted this toolkit to represent the signature resources used throughout our past programs rather than an exhaustive list. The resources here have been curated by staff and faculty within the project to provide representative coverage across each of the competencies. The ones included here are those that were already available online, or for which we arranged permission to share. 

Copyright

These materials included here have been authored by project team members or selected from available materials online. The author for each resource is provided. All of the content included here is publicly available. The copyright status varies for each resource and is noted accordingly. Some are All Rights Reserved and others are Some Rights Reserved under various Creative Commons licenses (https://creativecommons.org/licenses/).

Materials produced by our staff and contractors are copyrighted by the Regents of the University of Michigan under Standard Practice Guide 601.28 (http://spg.umich.edu/policy/601.28). Under the same SPG, materials produced by U-M faculty are copyrighted by the faculty and are used here with their permission. 

Retention Policy

We are unable to guarantee permanent access through the CIRHT-UM website. In order to provide access for an extended period of time, many of the resources in the collection have been posted in the University of Michigan institutional repository, Deep Blue and in the other websites included in the dissemination plan section. Deep Blue has the commitment and capacity for long-term storage for these resources. Materials for which we have copyright permission has been included in the file download from Deep Blue (https://deepblue.lib.umich.edu/handle/2027.42/148154). Materials for which we do not have copyright permission are included web links. 

Education Competencies for Faculty

Outcome

Faculty who are effective educators and clinical providers of comprehensive contraception and abortion care who model best practice for their students.

Competencies 

Clinical Service

1. Faculty demonstrates accurate knowledge and compassion in patient counseling for full range of comprehensive contraception and abortion care.

2. Faculty understands and critiques the legal framework regarding contraception and abortion that govern the teaching hospital. 

3. Faculty recognizes the ethical issues of patient autonomy for contraception and abortion decisions.

4. Faculty manages personal biases through facilitated exercises such as abortion values clarification and attitude transformation (VCAT) workshops. 

5. Faculty leads others through discussions through complex issues involving stigma of abortion.

6. Faculty incorporates evidence-based medicine principles to ensure the contraception and abortion care is high quality and incorporates the latest scientific research.

Education

7. Faculty incorporates instructional design and andragogy principles for effective delivery of medical knowledge to adult students.

8. Faculty guides students through discussion and reflection of relevant clinical cases on complex contraception and abortion issues.

9. Faculty designs simulation-based learning experiences for students, including conducting needs assessment, defining objectives, determining the structure, scenario, and technology, and facilitating the pre-, mid- and post- simulation reflective discussions.

10. Faculty monitors and provides feedback on student progress and learning through checklists and logbooks.

11. Faculty authors written exams, including multiple choice questions and short-answer essay questions, which assess student comprehension of contraception and abortion care appropriate for their professional level.

12. Faculty creates and evaluates objective structured clinical examination (OSCE) for full range of comprehensive contraception and abortion care.

Date Added to MERLOT:

December 12, 2019

Created by:

Kathleen Omollo

License:

Derived from

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, was derived from:

Course ePortfolio

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