Defining the elements of a self and peer assessment system for academic institutions of public health in Africa as a precursor to accreditation: A sequential exploratory mixed-methods study
1
School of Health Systems and Public Health, University of Pretoria, Pretoria, South Africa
Popul. Med. 2026;8(Supplement Supplement 1):A1126
ABSTRACT
INTRODUCTION:
African health systems require training and development of the region-specific public health workforce for achieving universal health coverage (UHC) and Sustainable Development Goals. Fundamental components informing relevance of public health education in the context of UHC comprise the academic workforce, curricula and capacity of academic institutions of public health. This study aimed to assess the quality improvement strategies of academic institutions of public health relative to the institutions’ curriculum, academic staff and infrastructure for the Master of Public Health(MPH) programme within the World Health Organization (WHO) African region, to build consensus for developing a self- and peer-assessment tool for quality public health education.
METHODS:
This sequential mixed-methods study targeted 52 ASPHA (Association of Schools of Public Health in Africa)-affiliated academic institutions. Phase 1 utilised a cross-sectional electronic survey to determine current MPH programme assessment standards. Phase 2 employed a modified Delphi method to reach consensus on these standards that would comprise the newly developed assessment tool. Key informants: MPH coordinators and department heads/equivalent were purposively sampled. Data summary: descriptive statistics and thematic analysis.
RESULTS:
Institutional characteristics were varied across sub-regions. Phase 1: Cronbach alpha coefficient revealed internal consistency of the statements (measured scales) for domains: (1)institutional teaching and learning strategies (α=0.81); (2)MPH programme design and curriculum renewal strategies (α=0.83); (3)academic staff development (α=0.86) and (4)regional accreditation system acceptability (α=0.75). Agreement was unanimous (score>20; min=20,max=25) for all domains but accreditation system acceptability (score:17-25). Through the Delphi technique(Phase 2), consensus was reached on all domains relating to core components of the proposed tool.
CONCLUSIONS:
Findings produced a novel self and peer assessment tool comprising agreed standards to ensure quality MPH education in Africa. This tool (piloting in Phase 3) will enable institutions to advance capacity development, monitor progressive educational goals, and lay the ground for establishing a uniquely African accreditation system.
African health systems require training and development of the region-specific public health workforce for achieving universal health coverage (UHC) and Sustainable Development Goals. Fundamental components informing relevance of public health education in the context of UHC comprise the academic workforce, curricula and capacity of academic institutions of public health. This study aimed to assess the quality improvement strategies of academic institutions of public health relative to the institutions’ curriculum, academic staff and infrastructure for the Master of Public Health(MPH) programme within the World Health Organization (WHO) African region, to build consensus for developing a self- and peer-assessment tool for quality public health education.
METHODS:
This sequential mixed-methods study targeted 52 ASPHA (Association of Schools of Public Health in Africa)-affiliated academic institutions. Phase 1 utilised a cross-sectional electronic survey to determine current MPH programme assessment standards. Phase 2 employed a modified Delphi method to reach consensus on these standards that would comprise the newly developed assessment tool. Key informants: MPH coordinators and department heads/equivalent were purposively sampled. Data summary: descriptive statistics and thematic analysis.
RESULTS:
Institutional characteristics were varied across sub-regions. Phase 1: Cronbach alpha coefficient revealed internal consistency of the statements (measured scales) for domains: (1)institutional teaching and learning strategies (α=0.81); (2)MPH programme design and curriculum renewal strategies (α=0.83); (3)academic staff development (α=0.86) and (4)regional accreditation system acceptability (α=0.75). Agreement was unanimous (score>20; min=20,max=25) for all domains but accreditation system acceptability (score:17-25). Through the Delphi technique(Phase 2), consensus was reached on all domains relating to core components of the proposed tool.
CONCLUSIONS:
Findings produced a novel self and peer assessment tool comprising agreed standards to ensure quality MPH education in Africa. This tool (piloting in Phase 3) will enable institutions to advance capacity development, monitor progressive educational goals, and lay the ground for establishing a uniquely African accreditation system.
| eISSN: | 2654-1459 |
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