Developing a Teaching Faculty for the Emergency Paediatric Care Programme (EPCP) in Myanmar

Purpose: A skilled national teaching Faculty is central to the programme to improve clinical practice in district hospitals. The recruitment, training and activities of this group are described, with analysis of factors which enhance their impact.

Methods: During the EPCP courses outstanding participants are invited to attend a Generic Instructor Course (GIC) for further training in teaching skills before joining the Faculty as instructor candidates. Teaching is largely group-based, practical and highly interactive. Internationally experienced instructors mentor new instructors and assist the most experienced Myanmar doctors to be course-directors.

Results: Between June 2015 and August 2016 three GIC courses have successfully recruited 48 medical and nursing instructors. The new faculty have taught 37 times, contributing 3 course directors and half of the total activity. 20 instructors have taught on at least two courses and are fully accredited. Nurses are diffident about teaching more senior staff, but have proved invaluable in ensuring smooth running and supporting other nurses. Junior doctors are generally less available to teach. Teaching is in Myanmar and in English, with vital explanations given by local instructors. They have also translated the final test and many of the materials.

Feedback from instructors shows that they greatly appreciate the new teaching skills, the evidence based practice, teamwork and international contacts. They described a range of other EPCP-related activities on the wards, for MSc and medical students, and in outlying hospitals. Many have been instrumental in devising and implementing planned improvements, both through ongoing teaching and introducing new practices. One commented “I do love EPCP course and use its systematic approach not only in teaching but also in caring for the patients in daily ward works”.

Conclusion: The enhanced capacity of the faculty facilitates consistent teaching, improved senior buy-in, and better clinical practice. On them depends the long-term viability of this training course.