%0 Journal Article
%T Evaluation of a learner-designed course for teaching health research skills in Ghana
%A Imelda Bates
%A Daniel Ansong
%A George Bedu-Addo
%A Tsiri Agbenyega
%A Alex Akoto
%A Anthony Nsiah-Asare
%A Patrick Karikari
%J BMC Medical Education
%D 2007
%I BioMed Central
%R 10.1186/1472-6920-7-18
%X Study participants were 15 mixed speciality health professionals from Komfo Anokye Teaching Hospital, Kumasi, Ghana. Effectiveness measures included process, content and outcome indicators to evaluate changes in learners' confidence and competence in research, and assessment of the impact of the course on changing research-related thinking and behaviour. Results were verified using two independent methods.14/15 learners gained research competence assessed against UK Quality Assurance Agency criteria. After the course there was a 36% increase in the groups' positive responses to statements concerning confidence in research-related attitudes, intentions and actions. The greatest improvement (45% increase) was in learners' actions, which focused on strengthening institutional research capacity. 79% of paired before/after responses indicated positive changes in individual learners' research-related attitudes (n = 53), 81% in intention (n = 52) and 85% in action (n = 52). The course had increased learners' confidence to start and manage research, and enhanced life-long skills such as reflective practice and self-confidence. Doing their own research within the work environment, reflecting on personal research experiences and utilising peer support and pooled knowledge were critical elements that promoted learning.Learners in Ghana were able to design and undertake a novel course that developed individual and institutional research capacity and met international standards. Learning by doing and a supportive peer community at work were critical elements in promoting learning in this environment where tutors were scarce. Our study provides a model for delivering and evaluating innovative educational interventions in developing countries to assess whether they meet external quality criteria and achieve their objectives.Access to high quality education has been recognised as a key tool in the fight against poverty in developing countries [1]. The UK's International Education S
%U http://www.biomedcentral.com/1472-6920/7/18