REPORT OCTOBER 2016

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This paper described a hybrid programme initiated to develop curricula for health and information science. Prior to this project, it had been identified that while librarians were trained to make information accessible, there was need to offer more specialized training for those working within the health field, to build familiarity with biomedical terminology, understand workflow within the clinical setting and to better understand their users’ needs. This was a multidisciplinary co-design process involving both healthcare workers and library and information professionals working within the Ministry of Health system in Tanzania. The curriculum was developed based on the education system in Tanzania where technicians are trained until the level of a certificate or diploma. The curricula process was concluded, participants appreciated it and it has been accredited for implementation by the body in charge of approving curricula for higher education in Tanzania. The next steps include, developing job descriptions for each cadre, developing teaching and learning content, conducting a pilot programme and finally implementing the curriculum. Comments and questions 1. In terms of benchmarking, did the project implementers look at other countries that already have diploma and certificate courses for LIS professionals for example, Uganda has a diploma for Medical Records? They started from scratch after realizing that Tanzania lacked any kind of 39
training for those working within the health sciences field. However, input was made by participants drawn from several countries to share their experiences in developing similar curricula in health information/medical records. 2. There are well established international bodies that already have this kind of curricula. What informed this study? Did they look at other curricula already in place as a building block to build this curriculum? The presenters looked at other curricula already in place. A survey was done by the Ministry of Health in Tanzania and a gap identified. They then used a similar study carried out to address needs of Medical librarians in the US; they approached members of NAML and NLM and also looked at the curricula in Uganda (Diploma in Medical Records) and Tanzania. This all provided a basis for this project. 3. Will the students have a practical session? Practical sessions will be incorporated during content development. 4. Would the course be taken onto Masters level for purposes of specialization? This is because these Library technicians will be required to work under Information Scientists who hold Bachelors and Masters degrees. They would need to also be equipped with these skills to supervise the technicians better. Currently, Tanzania has more technical schools. This course will target those at the level of receiving diplomas. Very few in-service health workers have degrees and so it would not be fair to make this course beyond their level of training. 5. Is it going to be stand-alone programme? Why can’t it be integrated into library schools as a course unit? Once the curriculum was developed, and it was accepted by board for higher learning, it became a programme that can now be integrated into library schools. For example, Muhimbili University is ready to take it on. It can also be taught by anyone with the capacity to integrate it into their LIS School or training programme. 6. The programme has several ideas or modules which are not taught in many of the library schools. It can be taken as additional training for those with a higher qualification than a diploma. 40
Page 1 and 2: 15 th Biennial AHILA Congress REPOR
Page 3 and 4: Summary of the Report Theme: Access
Page 5 and 6: Contents Abbreviations and Acronyms
Page 7 and 8: ii. Librarians and Evidence Based H
Page 9 and 10: DAY ONE 8
Page 11 and 12: Keynote Address - Ms. Kimberly J. P
Page 13 and 14: He concluded by calling upon all de
Page 15 and 16: students, doctors, nurses and other
Page 17 and 18: 3. Day Two - 18 th October 2016 3.1
Page 19 and 20: This is an open source library host
Page 21 and 22: librarians considered circulation o
Page 23 and 24: Presentation 4: Vincent Kole (with
Page 25 and 26: Comments and Questions 1. Do they k
Page 27 and 28: DAY THREE 26
Page 29 and 30: 2. What will the Phi -UoW partnersh
Page 31 and 32: 5. Is there post-course follow up o
Page 33 and 34: 1. This is another resource which g
Page 35 and 36: One of the major challenges pointed
Page 37 and 38: leading countries where the series
Page 39: Within the College of Health Scienc
Page 43 and 44: DAY FOUR 42
Page 45 and 46: A practical session was held on how
Page 47 and 48: limited staff and dilapidated build
Page 49 and 50: *The presenter promised to keep adv
Page 51 and 52: 6. Day Five - 21 st October 2016 6.
Page 53 and 54: APPENDICES 52
Page 55 and 56: e) Predatory journals; Bibliometric
Page 57 and 58: Figure 3: Format of presentation 8.
Page 59 and 60: 9. Minutes of the General Assembly
Page 61 and 62: No. NAME INSTITUTION EMAIL senono@i
Page 63 and 64: Minute Discussion Action Area Respo
Page 77 and 78: NO NAME INSTITUTION EMAIL 26 Kole V
Page 79 and 80: NO NAME INSTITUTION EMAIL Kampala-U
Page 81 and 82: Lessons learned 1. Most delegates p
Page 83 and 84: 82
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Page 87: GET IN TOUCH WITH US UGAHILA1 AHILA

REPORT OCTOBER 2016

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