Research Article
Volume 3 Issue 8 - 2021
Health Professions Teachers at the Technical School for Medical Care, University of Health Sciences, Cambodia: Competencies and Training Needs
Sar Team1*, Erlyn A Sana2 and Chanvatanak Ly1
1University of Health Sciences, Cambodia
2National Teachers, Training Center for the Health Professions, University of the Philippines, Manila
*Corresponding Author: Sar Team, MT, MBA, MHPEd, University of Health Sciences, Cambodia.
Received: April 18, 2021; Published: July 31, 2021


Background: There has been an increase in the number of private schools for health sciences in Cambodia. There are three new health sciences schools in Cambodia owned by government ministers. These schools recruit new and more faculties to perform their roles as teachers even those without knowledge on health professions education. Despite their official appointments, there are a few qualified faculty members who are equipped in both teaching and leading educational institutions [1]. Accreditation has also been implemented for public and private schools in the country [1] and given the limited number of qualified faculty members, the program is likely to just be confined in terms of policy.

Objective: To lay down the foundation for the health professions education curriculum based on identified needs and formulation of terminal competencies for health sciences teachers of the Kingdom of Cambodia.

Methodology: This is a descriptive survey design. Data were collected and analyzed to highlight “where we are now” through the use of a questionnaire. SPSS version 25.0 used to analyze the data. This study was conducted at University of Health Sciences (UHS) Campus 2, Cambodia. It was conducted from July-September 2013. A total of 81 respondents voluntarily participated in the study. This represented a response rate of 89 percent (81/91).

Result: The results of this study shown that respondents were 64.2 percent female and 35.8 percent male. Their age ranged from 24 to 64 years old with an average of 41.0 years, standard deviation of 10.75, and median of 40 years old. The most frequently occurring age is 43 years old with 7 respondents. Respondents reported that they are most interested in five areas in HPEd namely: (1) Curriculum Planning, (2) Instructional Design, (3) Educational Evaluation and Assessment, (4) Micro-Teaching, and (5) Clinical Teaching, with percentage rating of 72.8 percent, 71.7 percent, 66.7 percent, 63.0 percent, and 60 percent, respectively. The frequency and percentage distributions in the most interested area which chosen by each career stages towards each topic in HPEd. Findings show that instructional design rated as highest percentage 25% by senior career, 12.3% by mid-career stage, 22.2% by junior career stage, and curriculum planning was rated as highest rated of 16% by novice career stage.

The overall chi-square test statistics results show that there is significant association between the career stages and the topics identified by respondents that they needed further training on. Findings present adequate evidence to reject the null hypothesis and give way to the conclusion that career stages are related with the perceived values of topics in HPEd.

Keywords: Competencies; Training Needs; Career Stages; Perceived Topics; Further Training


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Citation: Sar Team., et al. “Health Professions Teachers at the Technical School for Medical Care, University of Health Sciences, Cambodia: Competencies and Training Needs”. EC Nursing and Healthcare 3.8 (2021): 50-58.

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