References
- 1Chen C, Buch E, Wassermann T, et al. A survey of Sub-Saharan African medical schools. Human Resources for Health. 2012; 10(1): 4. DOI: 10.1186/1478-4491-10-4
- 2Mullan F. The metrics of the physician brain drain. New England Journal of Medicine. 2005; 353(17): 1810–1818. DOI: 10.1056/NEJMsa050004
- 3URT.
Human resource for health country profile 2012/2013 , Dar es Salaam; 2013. - 4World Health Organization.
Increasing access to health workers in remote and rural areas through improved retention: global policy recommendations . World Health Organization; 2010. - 5O’Shea A, Rawls A, Golden E, Cecil R, Slota E and Biezychudek K. Action Now on the Tanzanian Health Workforce Crisis: Expanding Health Worker training-The Twiga initiative. Touch Found; 2009.
- 6Dussault G and Franceschini MC. Not enough there, too many here: understanding geographical imbalances in the distribution of the health workforce. Human Resources for Health. 2006; 4(1): 12. DOI: 10.1186/1478-4491-4-12
- 7Barrett FA, Lipsky MS and Lutfiyya MN. The impact of rural training experiences on medical students: a critical review. Academic Medicine. 2011; 86(2): 259–263. DOI: 10.1097/ACM.0b013e3182046387
- 8Deaville JA, Wynn-Jones J, Hays RB, Coventry PJ, McKinley RK and Randall-Smith J. Perceptions of UK medical students on rural clinical placements. Rural and Remote Health. 2009; 9(2): 1165.
- 9Denz-Penhey H and Murdoch JC. Is small beautiful? Student performance and perceptions of their experience at larger and smaller sites in rural and remote longitudinal integrated clerkships in the Rural Clinical School of Western Australia. Rural Remote Health. 2010; 10(3): 1470.
- 10Leshabari S, Lubbock LA, Kaijage H, et al. First steps towards interprofessional health practice in Tanzania: An educational experiment in rural Bagamoyo district. Journal of public health policy. 2012; 33(1): S138–S149. DOI: 10.1057/jphp.2012.49
- 11Tanzania Commission for Universities.
Dar es Salaam, Tanzania: Tanzania Commission for Universities. Undergraduate students admission guidebook for higher education institutions in Tanzania 2015/2016 . Dar es salaam: Tanzania Commission of Universities; 2016. - 12Olapade-Olaopa EO, Baird S, Kiguli-Malwadde E and Kolars JC. Growing partnerships: leveraging the power of collaboration through the Medical Education Partnership Initiative. Academic Medicine. 2014; 89(8): S19–S23. DOI: 10.1097/ACM.0000000000000345
- 13Frehywot S, Mullan F, Vovides Y, et al. Building communities of practice: MEPI creates a commons. Academic Medicine. 2014; 89(8): S45–S49. DOI: 10.1097/ACM.0000000000000349
- 14Mullan F, Frehywot S, Omaswa F, et al. Medical schools in sub-Saharan Africa. The Lancet. 2011; 377(9771): 1113–1121. DOI: 10.1016/S0140-6736(10)61961-7
- 15Killewo L, Lisasi E, Kapanda G, et al. Introduction of a learning management system at the Kilimanjaro Christian Medical University College. African Journal of Health Professions Education. 2014; 6(1): 37–40.
- 16Nyindo M, Kitau J, Lisasi E, et al. Introduction of team-based learning (TBL) at Kilimanjaro Christian Medical University College: Experience with the ectoparasites module. Medical Teacher. 2014; 36(4): 308–313. DOI: 10.3109/0142159X.2013.876490
- 17Kapanda GE, Muiruri C, Kulanga AT, et al. Enhancing future acceptance of rural placement in Tanzania through peripheral hospital rotations for medical students. BMC Med. Educ. 2016 Feb 9; 16(1): 51. DOI: 10.1186/s12909-016-0582-8
- 18Irigoyen MM, Kurth RJ and Schmidt HJ. Learning primary care in medical school: does specialty or geographic location of the teaching site make a difference? The American Journal of Medicine. 1999; 106(5): 561–564. DOI: 10.1016/S0002-9343(99)00072-8
- 19Kibore MW, Daniels JA, Child MJ, et al.
Kenyan medical student and consultant experiences in a pilot decentralised training program at the University of Nairobi . Education for health. (Abingdon, England). 2014; 27(2): 170. DOI: 10.4103/1357-6283.143778 - 20Child MM, Kiarie JN, Allen SM, et al. Expanding clinical medical training opportunities at the University of Nairobi: Adapting a regional medical education model From the WWAMI program at the University of Washington. Academic medicine: journal of the Association of American Medical Colleges. 2014; 89(80): S35.
- 21Wilson NW, Bouhuijs PA, Conradie HH, Reuter H, Van Heerden BB and Marais B. Perceived educational value and enjoyment of a rural clinical rotation for medical students. Rural Remote Health. 2008; 8(3): 999.
- 22Couper I, Worley PS, Strasser R and Strasser I. Rural longitudinal integrated clerkships: lessons from two programs on different continents. Rural and Remote Health. 2011; 11(2): 1665.
- 23Mc Neill PD and Campbell LM. A qualitative exploratory study: Using medical students’ experiences to review the role of a rural clinical attachment in KwaZulu-Natal. South African Family Practice. 2013; 55(3): 258–263. DOI: 10.1080/20786204.2013.10874347
- 24Page S and Birden H. Twelve tips on rural medical placements: what has worked to make them successful. Medical Teacher. 2008; 30(6): 592–596. DOI: 10.1080/01421590801965129
- 25Lawal J, Weaver S, Bryan V and Lindo JL. Factors that influence the clinical learning experience of nursing students at a Caribbean school of nursing. Journal of Nursing Education and Practice. 2016; 6(4): 32.
- 26Hampshire AJ. Providing early clinical experience in primary care. Medical education-oxford. 1998; 32: 495–501. DOI: 10.1046/j.1365-2923.1998.00243.x
- 27Stagg P, Prideaux D, Greenhill J and Sweet L. Are medical students influenced by preceptors in making career choices, and if so how? A systematic. Rural and Remote Health. 2012; 12: 1832.
- 28Andrews M and Roberts D. Supporting student nurses learning in and through clinical practice: the role of the clinical guide. Nurse Education Today. 2003; 23(7): 474–481. DOI: 10.1016/S0260-6917(03)00076-5
- 29Hsueh W, Wilkinson T and Bills J. What evidence-based undergraduate interventions promote rural health? The New Zealand Medical Journal (Online). 2004; 117: 1204.
- 30Causby R.
Facilitating recruitment of podiatrists to rural health in South Australia through a joint academic-clinical appointment [Doctoral dissertation]. Australian Rural Health Education Network. - 31Konje ET, Kabangila R, Manyama M and Van Wyk JM. What basic clinical procedures should be mastered by junior clerkship students? Experience at a single medical school in Tanzania. Advances in Medical Education and Practice. 2016; 7: 173. DOI: 10.2147/AMEP.S97916
- 32Burch V and Reid S. Fit for purpose? The appropriate education of health professionals in South Africa. SAMJ: South African Medical Journal. 2011; 101(1): 25–26. DOI: 10.7196/SAMJ.4695
- 33Strasser R and Neusy AJ. Context counts: training health workers in and for rural and remote areas. Bulletin of the World Health Organization. 2010; 88(10): 777–782. DOI: 10.2471/BLT.09.072462
- 34Gupta TS, Murray RB, Beaton NS, Farlow DJ, Jukka CB and Coventry NL. A tale of three hospitals: solving learning and workforce needs together. Med J Aust. 2009; 191(suppl 2): 105–109.
- 35Arscott-Mills T, Kebaabetswe P, Tawana G, et al. Rural exposure during medical education and student preference for future practice location-a case of Botswana. African Journal of Primary Health Care & Family Medicine. 2016; 8(1): 1–6. DOI: 10.4102/phcfm.v8i1.1039
- 36Crowe MJ and Mackenzie L. The influence of fieldwork on the preferred future practice areas of final year occupational therapy students. Australian Occupational Therapy Journal. 2002; 49(1): 25–36. DOI: 10.1046/j.0045-0766.2001.00276.x
- 37Bartlett M, Pritchard K, Lewis L, Hays RB and McKinley RK. Teaching undergraduate students in rural general practice: an evaluation of a new rural campus in England. Rural and Remote Health. 2016; 1–2.