The following articles and tools have been collected to serve as resources for MEPI Monitoring and Evaluation activities. Follow the links to read more or view additional articles in the Library of Resources.
Gertler, P, Martinez, S, Premand, P, Rawlings, L, & Vermeersch, C. 2011, Impact Evaluation in Practice, The World Bank, Washington, DC. "Impact Evaluation in Practice presents a non-technical overview of how to design and use impact evaluation to build more effective programs to alleviate poverty and improve people's lives."
I-TECH, Training Evaluation Framework and Tools (TEFT) "The Training Evaluation Framework and Tools (TEFT) is a set of resources designed to help evaluators, implementers, and program managers at all levels plan successful evaluations of in-service training program outcomes."
Pariyo, G, Serwadda, D, Sewankambo, N, Groves, S, Bollinger, R and Peters, D. 2011, "A grander challenge: the case of how Makerere University College of Health Sciences (MakCHS) contributes to health outcomes in Africa", BMC International Health & Human Rights, vol. 11, suppl. 1, S2."In 2008, Makerere University began a radical institutional change to bring together four schools under one College of Health Sciences. This paper's objective is to demonstrate how its leadership in training, research, and services can improve health in Uganda and internationally, which lies at the core of the College's vision."
See more on General M&E
MEPI Theme 1: Increasing Capacity
Mufunda, J, Chatora, R, Ndambakuwa, Y, Samkange, C, Sigola, L, & Vengesa, P. 2007, "Challenges in training the ideal Doctor for Africa: lessons learned from Zimbabwe", Medical Teacher, vol. 29, no. 9-10, pp. 878-881. "The aim of the study was to evaluate the outcome of innovative medical education at the University of Zimbabwe Medical School."
Steinert, Y, Mann, K, Centeno, A, Dolmans, D, Spencer, J, Gelula, M, & Prideaux, D. 2006, "A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8", Medical Teacher, vol. 28, no. 6, pp. 497-526. "The objective of the study was to synthesize the existing evidence that addresses the question: 'What are the effects of faculty development interventions on the knowledge, attitudes and skills of teachers in medical education, and on the institutions in which they work?'"
Walubo, A, Burch, V, Parmar, P, Raidoo, D, Cassimjee, M, Onia, R, & Ofei, F. 2003, "A Model for Selecting Assessment Methods for Evaluating Medical Students in African Medical Schools", Academic Medicine, vol. 78, no. 9, pp. 899-906."The authors provide a model for selecting assessment methods for testing medical students' performance in African medical institutions."
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MEPI Theme 2: Retention
Cameron, D, Blitz, J, & Durrheim, D. 2002, "Teaching young docs old tricks: was Aristotle right? An assessment of the skills training needs and transformation of interns and community service doctors working at a district hospital", South African Medical Journal, vol. 94, no. 4, pp. 276- 278. "One of the challenges facing a newly qualified doctor is to turn theory into practice. The theoretical knowledge of the undergraduate curriculum needs to be transformed into the practical skill of the competent professional."
Iputo, J. 2008, "Faculty of Health Sciences, Walter Sisulu University: Training Doctors from and for Rural South African Communities", MEDICC Review, vol. 10, no. 4."The Faculty of Health Sciences at Walter Sisulu University (WSU) was established in 1985 to help address inequities and to produce physicians capable of providing quality health care in rural South African communities."
Jinadu, MK, Ojofeitimi, EO, & Oribabor, P. 2002, "Evaluation of an Innovative Approach to Community-based Medical Undergraduate Education in Nigeria", Education for Health, vol. 15, no. 2, pp. 139-148. "This study therefore aimed at evaluating impacts of the programmes on medical education in the country."
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MEPI Theme 3: Regionally-Relevant Research
ESSENCE on Health Research. 2011, "Planning, Monitoring and Evaluation Framework for Capacity Strengthening in Health Research: ESSENCE Good practice document series", TDR/WHO. "ESSENCE members agreed to jointly develop and produce good practice documents that would incorporate current best knowledge and practice on health research and development issues. This Framework is the first in what is hoped to be a series of good practice documents that will be produced by the initiative."
Frei, E, Stamm, M, & Buddeberg-Fischer, B. 2010, "Mentoring programs for medical students - a review of the PubMed literature 2000 – 2008", BMC Medical Education, vol. 10, no. 32. "Within the framework of planning a mentoring program for medical students at Zurich University, an investigation was carried out into what types of programs exist, what the objectives pursued by such programs are, and what effects are reported."
Savulescu ,J, Crisp, R, Fulford, FW, & Hope, T. 1999, "Evaluating Ethics Competence in Medical Education", Journal of Medical Ethics, vol. 25, pp. 267-374. "The objective of the study was to characterise the medical ethics curricula at Asian medical schools. DESIGN: Mailed survey of 206 medical schools in China, Hong Kong, Taiwan, Korea, Mongolia, Philippines, Thailand, Malaysia, Singapore, Indonesia, Sri Lanka, Australia and New Zealand."
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MEPI Themes 4 & 5: Community of Practice & Sustainability
Medical Education for Equitable Services to All Ugandans (MESAU) Consortium "The MESAU Consortium is a country-wide partnership of Busitema University, Gulu University, Kampala International University, Makerere University and Mbarara University of Science and Technology in Uganda with Johns Hopkins University support to catalyse capacity and performance enhancements in medical education and relevant research with a focus on excellent, nationwide service delivery."
Medical Education Partnership in Nigeria "The purpose of the Medical Education Partnership Initiative in Nigeria (MEPIN) is to enhance medical knowledge and skills at the six leading medical schools in Nigeria."
Oman, K, Khwa-Otsyula, B, Majoor, G, Einterz, R, & Wasteson, A. 2007, "Working collaboratively to support medical education in developing countries: The case of the Friends of Moi University Faculty of Health Sciences", Education for Health, vol. 201, no. 1. "We describe the 15-year experience of a unique "Friends" consortium, which was established between Moi University Faculty of Health Sciences ("Moi") in Kenya and four medical schools in developed countries."
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The Medical Education Partnership Initiative (MEPI) is a coordinated effort led by the Office of the U.S. Global AIDS Coordinator (OGAC) and supported by the National Institutes of Health (NIH) and the Health Resources and Services Administration (HRSA).