Browsing by Author "Solomon Worku"

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    Discipline Based Versus Integrated Curricula: A Comparative Study between Clinical II Medical Students of Adama Hospital Medical College and Adigrat University, Ethiopia With Regards to Retaining Knowledge of Basic Sciences and Ability to Use Their Concepts and Principles to Solve Clinical Problems
    (Addis Abeba Universty, 2016-11) Ekram Redwan; Solomon Worku
    Background: In Ethiopia, the discipline based curriculum, has been implemented since medicine program started in the country. This curriculum model is still in use by 20 of the 35 medical schools in the country. However, the curriculum has been criticized for not helping students retain the knowledge they acquired in pre-clinical years and apply it in their clinical practice. Objective: To compare the performance of those students who pass through integrated curriculum with those who pass through discipline based curriculum in terms of retention of basic science knowledge and application of principles and concepts. Method: A comparative cross-sectional study was conducted between medical students of Adama hospital medical college (AHMC) and Adigrat University (AU), school of medicine in August 2016. A standardized MCQ exam that tested students‟ ability of recall and application of knowledge was administered to clinical II students of the two medical schools. Test mean scores were compared. Results: A total of 99 examinees participated of which 65 of them were from AHMC and 34 from AU. The mean score of the exam is 53.7 (SD=10.051) where the mean for part II (Application questions) is higher which is 58.1 where as for part I (recall questions), it is 49.4. The higher score was on pharmacology with mean value of 61.3 followed by biochemistry, 59.4. The mean scores of the exam in both schools are almost similar which are 54 in AHMC and 53 in AU. The percentage of students who scored more than 60% (The pass mark) is higher in AU accounting for 41.2% and 33.8% in AHMC. Higher number of students in AU scored above 60% on part I accounting for 20.5% where as it is 13.8% in AHMC. However, the percentage of students who scored above 60% on part II is similar in both AHMC and AU accounting for 50.8% and 50% respectively. Final score hasn‟t shown statistically significant difference in sex (p=0.063, x2= 3.454).Similar finding was found while separately performing the test for each school (p=0.116, x2=2.474 for AHMC, p=0.288, x2=1.13 for AU).Similarly, it hasn‟t shown statistically significant difference in age group (p=0.472, x2= 0.518). The binary logistic regression showed that the final score of the exam is not significantly associated with the type of curriculum (p=0.472). Conclusion and Recommendation: The mean test score in both medical schools is not satisfactory showing performance in high stake context dependent application exam is challenging. This can be attributed to either limited experience of the students to this type of examination or drawback in content delivery which has focused in teaching recall of isolated facts than application of knowledge to solve clinical problems. The result of this study didn‟t show significant difference between medical students from the discipline based and integrated curriculum in terms of retaining basic science knowledge and using concepts and principles to solve clinical problems. Hence, since there are many confounding factors which could affect students‟ performance; it‟s difficult to generalize the findings. It‟s therefore important to further investigate the effects including the implementation of integrated curriculum.
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    Exploring the Status of the Leaner-Centered Approach in Efl Classes: Grade 8 in Focus
    (Addis Ababa University, 2009-07) Solomon Worku ; Italo Beriso
    This study was concerned with exploring the status of the leamer-centred approach in EFL classes with particular reference to three selected primary schools in Addis Ababa, namely:Kilinto, Lafto and Hizbawi Sera wit Primary Schools-Akaki Kaliti sub-city, Lafto sub-city and Yeka sub-city respectively. To achieve the set objective two survey questionnaires, one for teachers and one for students, were used to survey participants about their responses. The students' questionnaire was meant to examine whether they like to learn English individually, with a partner, in small groups or in a large group. It also required them to identify the methods frequently used in their English classes. The questionnaire also incorporated issues related to teachers' approach towards error correction. Similarly, the teachers' questionnaire included key areas that revolve around whether or not they employ the suggested leamer-centred methods in their English classes. On top of this, teachers were also asked to provide their views on the benefits of using specific active learning methods. In addition interviews were held with teachers and students. Accordingly, the semistructured interview questions for teachers consisted of seven points, which dealt with the methods that they used most of the time. Teachers were also inquired to express their opinions on the challenges and the solutions for effectively and efficiently implementing the leamer-centred approach in their own context. The interview questions for students contained four points. They ranged from how they wanted to learn English to what they suggest in order to improve their English out of class. In a similar vein, focus group discussions were held with teachers and students. The focus points of the discussions with teachers were on the applicability, challenges, bottlenecks and solutions to this approach. Similarly, the students' focus group discussions included the type of topics they prefer to learn in their English classes. Discussions were also made with students on how they manage their own learning as part of their learning strategies. Quantitative and qualitative methods were employed to analyze the results. The major findings showed that some of the challenges in effectively and efficiently implementing the leamer-centred approach in primary schools are: i) large class size ii) lack of awareness iii) lack of training ivY lack of support from stakeholders v) lack of self-motivation Finally, the recommendations were made based upon the conclusions of the finding. I
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    Prevalence of Unintended Pregnancy and Child Birth and its Determinants in Harar Town; Ethiopia
    (Addis Abeba Universty, 2002-04) Solomon Worku; Misganaw Fantahun
    Unintended pregnancy and births could have negative consequences for children, for their parents, for their sibling and for the society as a whole. Regardless of the level of health care access and use reducing the number of pregnancies will lower maternal death rates. A descriptive cross sectional study design was used to assess the prevalence and socio demographic determinants of unintended pregnancy and or childbirth in Harar town. The study was carried out in nine kebeles, from three keftegnas of the town. A multistage sampling technique was conducted to select a total of 1000 females of reproductive age group (15-49 years) for interview. A structured questionnaire survey and four-paired focus group discussion were used as the method of data collection. A total of 983 females aged 15-49 years randomly selected women responded to a pretested structured questionnaire designed to illicit information concerning most recent unintended pregnancies, childbirth and induced abortions. Fifty five point six percent of the respondents were currently married, 29.7 % never married, 9.4 % were divorced/separated and the rest 5.3% were widowed. The mean age at first marriage was 18.8(SD=4.5) The majority of the respondents were found to have formal education. Knowledge of contraceptive method showed 96.6 % of the respondents knew at least one method. Among 785 sexually active women 326(41.5%) were reported to be current user of modern contraceptive method 195(33.7%) had ever used MC but 264(24.8%) among sexually active women were non-users. The occupational status indicated that 321(32.7 %) were employed including self employment 429(43.6%) were housewives, students constituted 127 (12.9%) and 106 (10.8%) were unemployed Two hundreds twenty-five out of 675 ever pregnant surveyed respondents (33.33%) reported that their most recent pregnancies were unintended. Of these, about half 112 out of 225 reported had unintended childbirth and the rest 113 ended in induced abortion. The prevalence of unintended childbirth constituted about 16.59 % while induced abortion was found to be nearly 16.74 %. Age at first marriage, marital status, education and number of pregnancies, respondents age and economic status were found to be the key predictors of unintended pregnancy or it’s measured outcomes: unintended births and induced abortions. System design and coherent strategy will be very important to meet unmet needs that result in unplanned and unwanted fertility both with respect to strengthen advocacy and increase access of modern contraceptive methods through community distribution and other social organizations as well as empowerment of women which enables them to be decision maker in their sexual and other aspects of life.