KMTC Quality Assurance Guidelines 2016

Kenya Medical Training College

Quality Assurance Guidelines

© 2016

QUALITY ASSURANCE GUIDELINES

July 2016


iiiKMTC - Quality Assurance Guidelines


© 2016.


All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means, electronic,

mechanical, photocopying, recording, scanning or otherwise, without the prior permission in writing of the Kenya Medical Training College.

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TABLE OF CONTENTS

FOREWORD.................................................................................................. viACKNOWLEDGEMENT................................................................................. viiGLOSSARY..................................................................................................... viiiLIST OF ABBREVIATIONS............................................................................ x1.0 INTRODUCTION................................................................................. 1

1.1 KMTC Vision, Mission and Core Values......................................................................... 21.2 Mandate.................................................................................................................................... 21.3 Rationale.................................................................................................................................... 21.4 The Purpose of the Policy Guidelines............................................................................. 3

2.0 GUIDELINES ON IMPLEMENTATION OF KMTC QUALITY ASSURANCE POLICY............................................................................ 4

2.1 Quality Teaching and Learning........................................................................................... 42.2 Infrastructure, Equipment and Facilities......................................................................... 52.3 Assessment................................................................................................................................ 62.4 Codes of Practice for Quality in Research...................................................................... 152.5 Community Based Service................................................................................................... 152.6 Collaborations.......................................................................................................................... 152.7 Change and Innovation....................................................................................................... 17

3.0 QUALITY MANAGEMENT STRUCTURE............................................... 183.1 Principles for Quality Management and Enhancement ......................................... 183.2 KMTC Quality Assurance Management Structure..................................................... 18

3.3 Quality Assurance Unit ....................................................................................................... 193.4 Quality Assurance Unit Financing.................................................................................... 203.5 Campus Quality Assurance Committee......................................................................... 203.6 Departmental Quality Assurance Committee.............................................................. 203.7 Roles of Students in the QA Process.............................................................................. 213.8 RolesofStaffinQAProcess...............................................................................................213.9 Role of the Quality Assurance Committees in Best Practice................................. 22

4.0 SOURCES OF INFORMATION AND ACCESSIBILITY.......................... 234.1 Information for Students.................................................................................................... 23

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4.2InformationforStaff.............................................................................................................255.0 ADDITIONAL GUIDELINES........................................................................... 27

5.1 Quality of Experiential and Flexible Learning............................................................... 275.2 Academic Appeals and Student Complaints On Academic Matters................... 295.3 StaffRecruitment,Deployment,Appraisal,PromotionandDischarge..............335.4 Career Guidance Based on Tracer Studies..................................................................... 385.5 Guidelines on Equality of Opportunities........................................................................ 40

6.0 APPENDIXES............................................................................................ 45Appendix I: Other Sources of Information............................................................................ 45

Appendix II: KMTC QA Assessment Tool 1............................................................................ 47

Appendix III: KMTC QA Assessment Tool 2........................................................................... 72

Appendix IV: KMTC QA Assessment Tool 3........................................................................... 84

Appendix V: KMTC QA Assessment Tool 4 .......................................................................... 104

Appendix VI : List of Participants............................................................................................... 114

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FOREWORD

The Kenya Medical Training College (KMTC) is a Semi Autonomous State Agency (SAGA) under the Ministry of Health entrusted with the role of training of the various health disciplines in the health sector, to serve the local, regional and international markets. The college aligns its strategies to those of the health sector, which in turn draws its focus from theNationalAgenda.ThecollegehasdefinedobligationsintheKenyaConstitution(2010)andplayssignificantroleinattainmentoftheSustainableDevelopmentGoals(SDGs)andVision 2030.

KMTC aims to provide a stimulating and innovative environment for teaching, learning, research and community service. The college’s approach to continuous improvement is aimed at putting in place quality assurance and quality improvement systems by learning from best practices locally and internationally and benchmarking against leading research and medical training institutions.

The Quality Assurance activity is a continuous process. It is therefore, hoped that lessons learnt during the implementation of these policy guidelines will be adapted into the laid down mechanisms to ensure the mission and vision of the college is realised.

These policy guidelines specify the college’s approach to quality assurance and continuous improvement as well as its principles, features, structures and standards. The college has therefore, put in place mechanisms for regular review and improvement of its processes. These guidelines and procedures may be revised from time to time to accommodate the dynamics of the quality assurance principles.

Peter K. TumDIRECTOR, KENYA MEDICAL TRAINING COLLEGE

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ACKNOWLEDGEMENT

We wish to acknowledge the contribution of the Director KMTC in the development of this QA Guidelines and for availing and supporting the Technical Working Group. These guidelines will provide the principles and procedures for actualising the intention of the KMTC Quality Assurance Policy.

We also thank IntraHealth’s USAID funded FUNZOKenya Project for providing both technicalandfinancialsupportforthesuccessfuldevelopmentoftheseQualityAssurancePolicy Guidelines. The MOH and its regulatory bodies also provided invaluable inputs.

Finally, we appreciate the Technical Working Group for working tirelessly to actualise the QA Guidelines document.

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GLOSSARY 1. Quality Assurance: Is a system of procedures, checks, audits, and corrective actions

to ensure that all research, testing, monitoring, sampling, analysis, and other technical and reporting activities are of the highest achievable quality.

2. Staff members: Include the professionals and employees of the college, as well as formally appointed administrators in their capacity in making non-academic decisions (deans,headofdepartmentsandexecutiveofficers).

3. Curriculum: Refers to educational plan that spells out which goals and objectives should be achieved, which topics should be covered and which methods are to be used for learning, teaching and evaluation.

4. Knowledge: Is the acquisition or awareness of facts, data, information, ideas or principles to which one has access through formal or individual study, research, observation, experience or intuition.

5. Professionalism: Means adherence to a set of values comprising both a formally agreed-upon code of conduct and the informal expectations of colleagues, clients and society.

6. Research: Isthescientificinquiryoranorganizedquestfornewknowledgeandbetterunderstanding, such as of the natural world or determinants of health and disease. Research can take several forms; empiric (observational), analytic, experimental, theoretical and applied.

7. Skill: Is the ability to perform a task well, usually gained by training or experience; a systematic and coordinated pattern of mental and/or physical activity.

8. Standard in Education: Refers to model design or formulation related to various aspects of medical education and presented in a manner that enables the assessment of graduates’ performance in compliance with generally accepted professional requirements.

9. Regulatory Body: Isalicensingorganization.Regulatorybodiesexercisearegulatoryfunction, that is: Imposing requirements, restrictions and conditions, setting standards in relation to any activity, and securing compliance or enforcement.

10. Assessment: Is the process of identifying and ensuring that appropriate internal procedures are in place and operational and that outcomes of academic programmes and activities are in accordance with established standards.

11. Audit: Is a process of identifying and ensuring that appropriate internal quality assurance processes are in place and operational.

12. Programme Review: Is a process of holistic appraisal of a course/programme and resources, with a view to its further improvement.

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13. Quality: Referstofitnessforpurposeforwhichtheyweredesigned.14. Quality Management: Refers to all the processes that are in place to facilitate

achievement of quality in an institution.15. Stakeholders: Include government agencies, public and private institutions,

individuals,groups thatareaffectedandparticipate in the implementationof thispolicy guidelines.

16. Monitoring: Is a process of following the progress of the implementation of planned activities and their outputs (using process/output indicators) against expected outcomes.

17. Evaluation: Is a process of measuring outcomes and impact of QA guidelines.

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LIST OF ABBREVIATIONS

CPD Continuing Professional Development

CSSD Central Sterile Services Department

DDA Deputy Director Academics

DRQA Deputy Registrar Quality Assurance

ENT Ear, Nose and Throat

FP Family Planning

HOD Head of Department

KMTC Kenya Medical Training College

KQMH Kenya Quality Model for Health

LRC Learning Resource Center

MCH Maternal-Child Health

MOU Memorandum of Understanding

QA Quality Assurance

QAC Quality Assurance Committee

1KMTC - Quality Assurance Guidelines


Kenya Medical Training College (KMTC) was established in 1927 as a training depot at the Kenya Institute of Administration–Kabete, the then Jeans School, near Nairobi. The College developed over the years as a Department of the Ministry of Health and was relocated to Kenyatta National Hospital, formerly King George VI Hospital. The college became a State Corporation established through an Act of Parliament vide Cap. 261 (1990), of the Laws of Kenya.ThecollegeisISO9001:2008certified.Asastateagency,KMTCisentrustedtotrainand develop human resources for health for local, regional and international markets. The college aligns its strategies to those of the health sector towards the attainment of socio-economic development as outlined in Kenya Vision 2030.

These policy guidelines specify the college’s approach to quality assurance and continuous improvement as well as its principles, features, structures and standards. The college endeavours to provide quality teaching, learning, research, consultancy and service delivery through continuous quality improvement in an enabling stimulating and innovative environment. The policy guidelines are premised on the need to provide high standards in teaching and learning. They are based on best practices. It is also bench marked against leading research and training institutions.

The main strategic intent of these policy guidelines is to ensure:

i. Training and development of competent health professionals.ii. Expansion and sustainability of health training opportunities. iii. Development and sustainability of quality management system in teaching and

learning. iv. Enhanced research capacity in health training.v. Institutionalizationofconsultancyservices.vi. Embracing of Information and Communication Technology. vii. Attraction,developmentandretainingqualifiedhumanresource.viii. Expansion of facilities for competitive college education.

KMTC embodies and delivers training for health professionals with particular regard to delivery of healthcare. These policy guidelines seek to enhance quality training and development of health professionals for strengthening health care delivery in the health sector. This document is anchored to the college vision, mission and core values.

1 INTRODUCTION

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1.1 KMTC Vision, Mission and Core Values

1.1.1 VisionA model institution in the training and development of competent health professionals.

1.1.2 MissionTo provide competent health professionals through training and research and provide consultancy services.

1.1.3 Core Valuesi. Accountability and integrity.ii. Responsiveness.iii. Equity. iv. Teamwork. v. Professionalism.vi. Creativity and innovation.

1.2 MandateThe main purpose of these policy guidelines is to ensure achievement of the KMTC mandate stipulated in the Act Cap 261 (1990) of the Laws of Kenya as follows:

i. To provide facilities for college education for national health manpower requirements.

ii. To play an important role in the development and expansion of opportunities for Kenyans wishing to continue with their education.

iii. To provide consultancy services in health related areas.iv. To develop health trainers who can effectively teach, conduct operational

research, develop relevant and usable health learning materials.v. To conduct examinations for and grant diplomas.vi. To determine who may teach and what may be taught and how it may be

taught in the college.vii. To examine and make proposals for establishment of constituent training

centres and faculties.

1.3 RationaleCurrently, Quality Assurance at KMTC takes a variety of methods both internal and external. Internal Quality Assurance takes the form of setting of examinations, moderation of examination papers by internal and external examiners and vetting by the academic board of the proposed programmes.



KMTC has embraced Kenya Quality Model for Health (KQMH) and therefore, looks at training as a continuous process. In many cases, emphasis has mainly been on controlling inputs, with comparatively little attention given to the processes and outcomes. At institutional level, there has been a challenge in monitoring educational performance in a systematic manner as well as implementing training quality related decisions. Implementation of decisionsandoutcomesofreportsrelatedtoqualityhavebeenaffectedbylackofQualityAssurance Policy Guidelines.

To address these critical issues, KMTC has developed Quality Assurance Policy Guidelines that spell out the principles, guidelines and procedures for implementing the institution’s quality assurance processes. These policy guidelines are meant to operationalize theQuality Assurance Policy.

1.4 The Purpose of the Policy GuidelinesThepurposeofthesepolicyguidelinesistoensureeffectiveanduniformimplementationthe KMTC Quality Assurance Policy.



2The principles of these quality assurance policy guidelines will form the basis of its implementation.

2.1 Quality Teaching and Learning

2.1.1 Programmes and CoursesAssessment of quality in the design and implementation of programmes and courses shallensurethatqualifiedstaffmemberscarryoutsuchactivities,whicharebasedontheguidelinesandproceduresapprovedbytheAcademicBoard.ThequalificationrequirementsoftheacademicstaffareoutlinedintheKMTCstatute,QMSproceduremanualandtherespective health regulatory bodies. Programmes review shall be undertaken once every three to five years as outlined in the curriculum policy guidelines.

2.1.2 Quality Assurance System for Distance LearningThe Distance Learning entity will be represented in the college-wide planning process producing strategic plans. From this the Distance Learning (DL) entity will undertake a strategic plan, based on an agreed cycle. This plan, and the process required to complete it, will be a participatory and will ensure that the DL plan is consistent with the college plan. Distance Learning (DL) methodology training will be provided, both initially and continuouslytoallstaffinvolvedinDLdelivery.SuchstafftrainingwillbereflectedintheDE entity budget. Training will include:

i. DL material development and writing. ii. DL assignment and examination marking. iii. Use of ICT in Distance Learning facilitation methods.iv. Support for, and communication with, the DL learner.v. Record-keeping, monitoring and evaluation in DL. vi. Other areas as appropriate.

Where appropriate and relevant, staff should be provided with staff developmentopportunities to undertake further, supported programmes(s) of study which will strengthen the individual, entity and institutional skills-base.

2.1.3 Quality of Academic StaffThe Academic Board shall determine the minimum requirements for academic staffbased on qualifications, scholarly work and continuing professional development

GUIDELINES ON IMPLEMENTATION OF KMTC QUALITY ASSURANCE POLICY



activities. Guidelines and procedures from the performance management, appointments andpromotionsproceduresshallbeconsideredwhendevelopingtheseacademicstaffexpectations.

2.1.4 Teaching and Learning ExperienceAssessment of quality in teaching and learning shall cover the following:

i. Use of established tools including assessment of students learning and end of programme evaluation.

ii. Individual performance, management goals, appointments and promotion procedures that pertain to teaching.

iii. Level of student engagement in the teaching and learning experience.

Note: The Quality Assurance Unit shall have an advisory and supportive role in the improvement of teaching, for example, through implementation of the induction courses foracademicstaff,ongoingprofessionaldevelopmentprogrammes,TeachingImprovementGrants and Teaching Excellence Awards.

2.2 Infrastructure, Equipment and FacilitiesAssessment of quality of resources and facilities shall include measures of the availability and appropriateness of lecture rooms, hostels, library, book, ICTs, laboratory, practical facilities and equipment, as outlined in the KMTC expansion policy guidelines, regulatory bodies guidelines and standards and ethics policy guidelines framework.

2.2.1 Physical facilities The physical facilities should include; lecture halls, tutorial rooms, laboratories, libraries, information technology facilities, recreational facilities, etc.

2.2.2 Clinical setting and patientsThe training location/facility must be duly accredited by regulatory bodies. The training must expose the trainees to a broad range of experiences as approved by the regulatory bodies. The medical school must ensure adequate clinical experience and the necessary resources, including sufficient patients and clinical training facilities. The facilities forclinical training should be developed to ensure clinical training which is adequate to the needs of the population in the geographically relevant area.



2.2.3 Basic standards for physical facilitiesi. The training facility must be in conformity to requirements of regulatory

bodies in termsof staffanddiversestudentpopulation toensure that thecurriculum can be delivered adequately.

ii. The training facility must have space and opportunities for theoretical and practical studies.

iii. The training facility must have access to adequate literature for professional development.

iv. The learning environment for the faculty and students should be improved by regular maintenance and upgrading of the facilities to match developments in educational practices.

v. The training facility must have appropriate rules to ensure the learning environment is safe for staff, students and patients including diverse andspecial needs.

2.3 Assessment

2.3.1 QA Assessment A calendar detailing the dates by which functions associated with assessment must be completed is approved annually by the Academic Board on the advice of the Registrar QualityAssurance,andcirculatedtoallacademicandrelevantsupportstaff.Thepurposeistohelpacademicandsupportstaffto:

i. Know their own responsibilities in relation to assessment.ii. Plantheirworkloadsandfulfilltheirresponsibilitieswithinatimescalewhich

enables internal and external moderation and compilation of data required for Academic Boards and for monitoring.

2.3.2 Student Assessment Quality assurance mechanism for determining quality of student assessments, both continuousandfinalshallbecarriedoutaspertheprogrammecurriculum,KMTCQMSProcedure Manual and Examination Policy guidelines.

2.3.2.1 External Examining(i) Purpose of External Examining External examining is one of the ways of ensuring academic excellence in

colleges. Under this arrangement, external examiners are engaged to evaluate the programme content and the process of student assessment. External



examiners reports act as reference points against which the college may be evaluated and accredited. It is an assessment tool used to measure the academicstandardofstaffandgraduatesofaparticularcollege.

(ii) General Principles and guidelines In general, external examiners are expected to comment on the validity of

the assessment instruments, the quality of student performance and the standard of student attainment, the reliability of the marking process and any concerns or irregularities with respect to observation of the college regulation. The conduct of external examiners at KMTC is governed by examination policy guidelines. The following are the general principles that should guide the external examination process:

a. Provide external and unbiased evaluation of the fairness and suitability of the college students’ assessment process in line with the examination policy guidelines.

b. Verify that standards of student performance are appropriate for the award for which the external examiner has been appointed.

c. Verify that the student assessment methods are reliable, precise, valid, acceptable and feasible.

d. Work with the college to uphold the high academic standards of its programmes and awards.

e. Compare the academic standard of the college with those of similar institutions.

f. Write a report detailing his/her observations, conclusions and recommendations to the Deputy Director (Academic Affairs) who willsubmit it to the KMTC Quality Assurance Committee for consideration and action.

g. External examiners should be identified for each academic programmeby the respective departments and names of nominees forwarded to the Quality Assurance Department for consideration and recommendation appointment to the Academic Board.

h. TheDeputyDirector(AcademicAffairs)makesappointmentsonbehalfofthe Academic Board.

i. The principles and guidelines on external examining should be made public sothattheycanbeaccessedbystudents,staffandotherstakeholders.

j. The college should create audit mechanisms to ensure that external



examiners are invited annually for each academic programme.

(iii) External Examiners The host department shall provide the external examiner with necessary

information for his task. The following information shall be made available:

a. Programme and course aims, objectives and syllabi.b. Copies of past examination papers.c. Methods of assessment/Marking Scheme.d. Ways in which marks of individual parts of the examination are aggregated,

averagedtoproducethefinalresult.e. Themethodbywhichthepassmark(cut-offpoint)atandabovewhich

students are pronounced passed and below which they are declared to have failed. The two alternatives are:i. Absolute or Criterion Reference Test where the pass mark is set and

students scoring below that fail regardless of the number.ii. Relative or Norm Reference Test method where the pass mark can

vary depending on student’s performance.f. Proposed dates of departmental and faculty examiners board meetings.g. Theexternalexaminershouldbegivenafacetofacebriefing.h. The external examiners can raise matters that are important and of a

sensitivenaturebymakingaconfidential report to theDeputyDirector(AcademicAffairs).

(iv) Roles and Responsibilities for External Examiners The main role of external examiners is to verify that standards are appropriate

for each unit of study and to provide independent impartial comment on standards set and student achievement of those standards.

Thespecificrolesandresponsibilitiesofexternalexaminersareasfollows:a. Make judgment(s) independent of the internal examiners.b. Have powers to recommend to the College Examination Board the

adjustment of marks for individual or all students examined.c. Have access to the assessed parts of the programme and student scripts.d. Determine the method and extent of sampling of students work to

scrutinize.e. May recommend to the College Examination Board the remarking of a

student’s script.



f. Scrutinizecasesofsuspectedexaminationirregularity.g. Endorse the results before they are published.

(v) Nominations and Appointments The process of nomination and appointment of external examiners shall be as

follows:

a. The head of relevant department through informal contacts establishes willingness and availability of nominee to serve as external examiner and obtain his/her Curriculum Vitae.

b. The academic members of the department study the Curriculum Vitae to satisfy themselves that the nominee has the necessary expertise and experience to serve as external examiner.

c. External examiners are appointed by the Deputy Director (Academic Affairs)ontherecommendationoftherespectiveFacultyBoard.

d. External examiners shall be appointed for a period of three years with a possible one year extension. The same external examiner cannot be re-appointed until a period of one year has elapsed.

(vi) External Examiners Reports External examiners must make a report at the end of final qualifying

examinations to the Director KMTC with copies to the respective Faculties and Departments.

The report must include answers which to some extent will act as indicators as to whether the students received the knowledge, skills, values expected to be provided by the respective courses. The external examiners report should be welldefinedandthestructureofthereportshouldincludethefollowing:

a. The Curriculum coverage.b. Examination validity and reliability.c. Examination performance.

The report shall be presented to the college examination board.

(vii) Termination of AppointmentsThe appointment of an external examiner may be terminated by the Director KMTC if the Academic Department judges that the responsibilities of the appointmenthavenotbeenor cannotbe fulfilled in themanneror to the



standard which the college requires. Reasons for termination may include, but not limited to:

a. Failure to provide examination reports. b. Fails to attend two successive examination board meetings. c. Conflictofinterest.

2.3.2.2 Moderation of Examination PapersThe external examiners shall review and moderate all examination papers.

i. The prepared examination papers together with the marking scheme shall be placed under the custody of the registrar.

ii. Upon completion of examination marking, the external examiners shall have access to all marked examination scripts to enable them to complete their tasks.

2.3.2.3 Oral and Clinical/Practical ExaminationsExternal examiners shall participate in oral and clinical/practical examination and may takepartincaseselection.Theyshallparticipateinawardingofmarksandmakingfinaljudgments.

2.3.2.4 Examination Board MeetingsExternal examiners may attend examination board meetings where results are reviewed and approved before they are published.

2.3.3 Evaluation and Improvement of Programmes and ServicesThe evaluation by KMTC of its programmes and services is a fundamental part of its quality assurance system. It is a way of developing through constructive questioning leading to positive recommendations and improvement planning. It is a process primarily for the benefitof currentand future learnersand theprovider staff. Evaluation isa structuredandsystematicprocesstoexplore,reflectandreportontheeffectivenessofanactivity.Itaims to capture, interpret and disseminate learning from any actions undertaken. It seeks to identifygoodpracticeandtousethefindingsto informfuturepolicyandpractices.Evaluation will take both self-evaluation as well as external evaluation formats seeking to:

i. Engage stakeholders.ii. Gather credible evidence from a range of sources.iii. Draw and justify conclusions .iv. Make recommendations for improvement.



v. Ensure the use and sharing of lessons learned.

2.3.3.1 Self-EvaluationKMTC will seek to learn many things from a self-evaluation and, ideally, these should be for thebenefitof theproviderand learners themselvesaswellas tomeetstakeholderexpectations.

KMTC may choose to evaluate all campuses, a single campus, a single programme and related services or it may choose to identify a group of programmes which have enough in common to be evaluated together.

KMTC will identify in advance what is to be evaluated and the criteria to be used to measure success. KMTC can choose criteria which are of particular relevance to its own Mission and some aspects of the programme(s) which require to be evaluated and reported on. These relateparticularlytothequalityoftheprogramme(s)andtheeffectivenessofthequalityassurance system. These criteria are set out in the evaluation checklist and report template which accompany these guidelines.

Self-evaluations should be carried out to a frequency appropriate to the duration and nature of the programmes concerned. The maximum period between full campus evaluations will be five years but thiswould be appropriate only in exceptional circumstances. Allcampuses will be expected to conduct and report on at least one self-evaluation annually.

2.3.3.2 External EvaluationFrom time to time KMTC will involve an external evaluator, a person who is independent of programme delivery and capable of comparing the quality of the programme(s) being evaluated with that of similar programmes elsewhere. This role of this person should be to bring support, recognition and positive suggestions for improvement.

The evaluator should have education, training or industry expertise in the broad subject area of the programme being evaluated.

KMTC will consider the use of ‘peer review’ i.e. the involvement of a person from another provider, in further or higher education and training, capable of giving an informed view on the success of the programme and able to contribute to its improvement.

a) Evaluation Stepsi. Sensitization of the school community on the assessment as a quality

assurance initiative, and induction on the information tools.



ii. Information gathering through a cross sectional survey design using quantitative and qualitative methods. This is followed by data management, analysis and report writing.

iii. Feedback,identificationofprioritiesforintervention,prioritizedworkplanthrough discussions and dialogue.

b) Evaluation Methodology and Information Sources

Table 1: Summary of Evaluation Methodology

SUMMARY OF METHODOLOGY

1.Cross sectional institutional assessment: The school andaffiliated clinicalplacement facility

2.Respondent categories: Head, Faculty, Students, Key informants, Clinical placement site managers

3.Methods of data/information generation: Individual interview (Head, Key informants, clinic managers), Self-administered questionnaire in separate groups of faculty and students, observation (school/college and clinical facility)

c) Sources of InformationThe provider should seek information from a variety of sources. This will require the use of a variety of techniques. For example:

i. Learner interviews.ii. Programme team meetings.iii. Management interviews.iv. Review of records and statistical reports.v. Review of complaints/incident reports.vi. Management meetings.vii. Observation etc.

d) Evaluation ChecklistThe evaluation will examine many aspects of the programmes and services but should focus particularly on their impact on quality of the learners’ experiences and achievements. When making judgements on any aspect of provision, the emphasis should be on the impact on learners and other stakeholders rather than on policies and procedures.



Hence the evaluation should involve asking a series of questions pertaining to the presence of quality in its KMTC programmes and services. These questions, setoutintheQAAssessmentTools(seeappendices)willbeaskedofthestaffandlearners involved in the programme and related services. The checklist addresses thebroadpolicyareasreflectedintheseguidelinesandallowstheprovidertoevaluate the effectiveness of its quality assurance procedures as applied to aparticular programme i.e. Have they actually delivered quality in the programme and services and is there evidence to back that up?

In answering each question, the provider should be guided by the following scale:

3 = Strength: There is evidence, from each programme evaluated, to indicate that achievement in this area is above average. This is an area where practice should be disseminated elsewhere.

2 = Acceptable: There is evidence that achievement in this area meets expectations, though maybe not in all programmes evaluated. With further development, this could become an area of strength.

1 = Improvement: There is little or no evidence that achievement in this area meets what is expected. Improvement is needed.

This will allow KMTC to identify those policy and procedure areas which are succeedingandthosewhichneed improvement. Thefindingsshouldbeusedto provide the basis of reflection and discussion which will culminate in theevaluation report. It is critically important to understand why things are going well in some cases and not so well in others.

e) ReportingThe aim of the evaluation is to produce a constructive report which will help KMTC to maintain and improve the quality of its programme and services. While a self-evaluation may include a number of related programmes, each should be reported on separately. This report, together with a Quality Improvement Action Plan agreed by management at all levels will be shared with The Academic board and Board of Management.

2.3.3.3 Evaluation ReportTheevaluationreportwillbuildonthefindingsof theevaluationchecklistandseektoprovide qualitative and quantitative judgments on a programme and associated services.



ThereportstructurerequirestheprovidertofocusontheeffectivenessofKMTCintermsof its achievement of its objectives.

Thereportshouldincludeconsideredreflectiononthestrengthsandweaknessesofthecollege/campus programme as well together with agreed recommendations covering the nine thematic areas of medical training institution capacity as shown in the Table 2:

Table 2: Thematic areas of Medical Training

Nine thematic areas of Medical Training Institution Capacity

1. Management: Financial management, oversight/governance, including government relations with a school.

2. Faculty/Educators: Full/part-time, classroom/clinical recruitment, selection, retention, development.

3. Students: Graduate/postgraduate recruitment, selection, retention.

4. Infrastructure: Classrooms, demonstration rooms, laboratories, libraries, computer labs, dormitories, cafeterias, electricity, water, Internet.

5.Equipment, Materials and Supplies: Textbooks, teaching/learning materials, computers, anatomical models, simulators, diagnostic equipment, clinical supplies.

6. Curriculum: Theoretical and practical, responsive to needs, regularly updated.

7. Clinical Placement Practice (variety and appropriateness of sites, mentoring and supervision, infrastructure and equipment)

8. Quality Assurance (accreditation of institutions, certification/licensing ofgraduates)

9.Partnerships, Exchange and Networking: Exchange of faculty/students, partnerships between other schools and with service delivery facilities both public and private.

2.3.3.4 Programme Improvement PlanEvaluation should be complemented by improvement planning, to build on strengths and toaddressidentified areas, which need improving. A Programme Improvement Plan must be realistic and achievable, with priority given to those areas which will have the most potential for improving learner outcomes. The evaluation report submitted to the Academic Board and the Board of Management must be accompanied by a Programme Improvement Plansignedbycollegemanagementindicatinghowthefindingsoftheevaluationreportwill be acted on so as to maintain and improve the quality of programmes.



A Programme Improvement Plan can form the basis of a subsequent evaluation. Templates for the programme improvement plan are annexed to these guidelines. The criteria to be used by a provider when selecting an external evaluator should be included in the procedure for evaluation of programmes.

2.4 Codes of Practice for Quality in ResearchKMTC commits to maintain and expand its research capacity to achieve research training of international distinction as outlined in the College Research Policy Guidelines (2013) and individual programme curriculum.

2.4.1 Scope and PurposeThis Code of Good Practice in Research sets out the standards of performance and conduct expected of all those engaged in research in the college. The college and its researchers have a responsibility to ensure that research is undertaken in conformity with the law and in accordance with best practice. To these ends, the college will provide an environment where good research practice is encouraged throughout its research activities.

The Research Code applies to everyone (college employees, students, and visiting researchers conducting research within or on behalf of the college. The quality of the research itself is assured primarily by external peer-review of the research outputs. In contrast, assurance of the quality of the research processes is achieved by the Colleges Internal Quality Assurance.

2.5 Community Based ServiceThis involves identifying and disseminating good practices within and from outside the college in terms of upholding the highest standards of professionalism and ethics as outlined in the respective programme curricula.

2.6 CollaborationsKMTC shall engage other stakeholders for mutual benefit as outlined in the CollegeCollaboration Policy guidelines. This section provides an overview of the college’s precepts, principlesandguidelinesoncollaborationwithotherorganizationsorinterdepartmentalcollaborationinofferingtaughtprogrammes,theprocessforapprovingsuchpartnerships,suchasjointawards,affiliationandtheregulationsoncollaboration.Theprinciplepurposein developing such links with other education providers in Kenya and elsewhere is the enrichment of educational opportunity and experience, although the Campus also regards income generation as a legitimate rationale for collaboration.



2.6.1 Cooperation/PartnershipCooperation/Partnership presupposes collaboration and/or cooperation, which exist between friendly institutions to create an enabling environment in which students and academic staff are willing to participate. Therefore, collaboration/partnership with apurpose has to be backed up by cooperative understanding between institutions.

The purpose of cooperation/partnership is two-fold:

i. Toutilize related and relevant expertise towards a course, degree awardorclosely related specialties.

ii. To establish partnerships between KMTC and other institutions for their mutual benefitsintermsof:a. HumanResourceUtilization.b. Technological Advantage.c. Comparative Resource advantage. d. Research Cooperation.e. Attracting funding.f. Partnership with the Private Sector.g. Situational uniqueness for training others and for research.

Therefore, Cooperation/Partnership would:

a. Promote mutual Learning.b. Strengthen collaboration through research sharing.c. Yield national and international visibility by excellence in research on global

issue.

2.6.2 Internal collaboration between units

Cooperationbetweenunitswillbepromotedespeciallyinsharingofresourcestooptimizeits usage.

2.6.3 Procedures/Guidelines for Joint/Cross Teaching of Academic StaffWhereamemberofstafffromotherdisciplinesordepartmentoffersserviceinadifferentdepartment:

i. The terms and duties under joint teaching shall be agreed upon by both departments.

ii. That there should be a formal agreement between the Departments service in terms of recognition of the service to be rendered and the period in terms of hours per Semester or year.



iii. ThePrimary(parent)unitshallremainresponsibleforappraisalofthestaff.iv. Joint/CrossTeachingshouldnotaffectstaffestablishment(i.e.staffappointment

underthisarrangementshouldnotfillexistingpositions).v. Joint/Cross Teaching should not lead to double salary payment on the pay

roll.Paymentifanyshouldbeonthebasisofhoursofferedorhonorariumasagreed between departments.

vi. Thatacademicstaffinadministrationmayberecommendedforpromotionorappointment at appropriate level by secondary unit as long as they continue to engage in scholarly work.

2.7 Change and Innovation The college shall promoting an innovative quality assurance culture and continuous improvement, building on the experiences of the past, seeking opportunities for needed change and pursuing and promoting creativity within and without the college. This will be in line with the KMTC Quality Management Systems and Intellectual Property Rights Policy guidelines.



Aneffectiveteachingand learningpolicyguidelinesisapreconditionforsocialchangeand economic development. This creates the need to harness QA mechanisms for better andefficientstaff,teachingandresearch,managementandadministration.

3.1 Principles for Quality Management and EnhancementKMTC reaffirms its commitment to the development and implementation of a formal,integrated Quality Assurance Management System as part of its strategic mission. It seeks to further engender a creative, dynamic and supportive quality assurance culture built upon the following over arching principles:

3.1.1 Independent Quality Assurance UnitEstablish an independent Quality Assurance Unit which will assume overall responsibility for the college’s quality assurance function.

3.1.2 Quality Teaching, Learning and ResearchEnsuring that the college environment meets students and staff needs through goodacademic planning and evaluations. The need to focus on results, performance and outcomesofbothstudentsandstaff,andprovideleadershipandmotivation,tosupportstaffdevelopment,careerprogressionandhighcompletionrates.

3.2 KMTC Quality Assurance Management Structure

3.2.1 KMTC Quality Assurance CommitteeThe KMTC board of management on recommendation of the Academic Board shall provide theoverallapprovalontheimplementationandeffectivenessoftheQAstrategy,facilitateinpublicizingtheachievementsmade,andindependenceoftheQualityAssuranceUnit.The committee at the headquarters shall comprise of the following:

i. Deputy Director Academics (Chairperson).ii. Deputy Registrar Quality Assurance (Secretary).iii. Deputy Director Finance & Administration.iv. Registrar Academic.v. Deans of faculty.vi. Deputy registrars.

3 QUALITY MANAGEMENT STRUCTURE



3.2.2 Terms of ReferenceThe terms of reference are as follows:

i. To recommend policy guidelines that promote best practices.ii. Develop and review College Quality Management systems.iii. Review and implementation of the College Quality Management systems and

make appropriate recommendations.iv. To oversee the maintenance of ISO requirements for continued improvement.

3.3 Quality Assurance UnitThe Qual ity Assurance Unit shall be managed by the Deputy Registrar in charge of Quality Assurance who shall oversee the day-to-day activities of the unit.

3.3.1 Registrar The main duties of the Registrar are to:

i. Provides leadership for Quality Assurance and good practice at the college.ii. Be accountable for implementing the QA initiatives, managing its details and

bringing it to successful implementation.iii. Lead the development and oversee the implementation of college-wide

quality assurance initiatives.iv. Lead, co-ordinate, support Quality Assurance and Enhancement Management

System across the college.v. Contributetotheidentification,developmentandpromotionofthecollege’s

quality assurance protocols and mechanisms.vi. Contribute to the formulation of the college’s Quality Assurance Policies and

ensure its implementation.vii. Monitoring and Evaluation of QA across the college.viii. Collaborate with partners.

3.3.2 Deputy Registrar QAThe main duties of the Deputy Registrar QA are to:

i. Assist in coordinating and supervising of activities carried out at the QA Unit.ii. Engage external stakeholders in matters regarding to QA.iii. Coordinate QA initiatives in the college.iv. Develop and maintain the publication of KMTC Quality Assurance Journal.v. Maintain and update the QA content in the KMTC Website.vi. Prepare QA budget for the college.



vii. Coordinate monitoring, evaluation and reporting of the QA processes.viii. Oversee policies, programs and activities that promote QA in the college.ix. MobilizeresourcesforQAUnit.

3.3.4 QA SecretariatTheofficeofDeputyRegistrarshallhaveasecretariatcomprisingofQAofficers.

3.4 Quality Assurance Unit Financingi. The college shall integrate its quality assurance management systems in the

budgetary provisions.ii. QA unit shall develop initiatives to attract funding for QA activities.

3.5 Campus Quality Assurance CommitteeThis committee shall be established in all the campuses and shall comprise of:

i. Principal (Chairperson).ii. Deputy Principal(s).iii. HODs. iv. Dean of students.v. Campus Management Representative (Secretary).

3.5.1 Terms of Referencei. To promote the college quality culture within the departments.ii. To assess and ensure compliance to quality standards and practices.iii. To prepare and submit QA reports quarterly and as required.iv. Attend to specific recommendations fromKMTCQAConQualityAssurance

issues.

3.6 Departmental Quality Assurance CommitteeThis committee shall be established in all the campuses and shall comprise of:

i. Head of Department (Chairperson).ii. Deputy HOD(s).iii. Heads of Sections. iv. Class coordinators.v. Departmental Management Representative (Secretary).



3.6.1 Terms of Referencei. To promote the department quality culture. ii. To assess and ensure compliance to quality standards and practices.iii. To prepare and submit QA reports quarterly and as required.iv. Attend to specific recommendations fromKMTCQAConQualityAssurance

issues.

3.7 Roles of Students in the QA Process i. Studentsmake significant contribution to the quality of their own learning

and that of their fellow students. They contribute to the improvement of the learning opportunities of future students on similar programmes.

ii. Some student’s responsibilities aredefined in theAcademicRegulations. Tomaintain and enhance the quality of their own learning and that of others, students also have a responsibility to:a. Attend classes regularly.b. Prepare for taught sessions, especially classroom and practical attachments.c. Spend the recommended time in student managed learning.d. Use the information and guidance provided.e. Take up available opportunities to receive academic advice and feedback

on their work.f. Thoughtfully complete course questionnaires and other surveys and

consultations.g. Use the system of Academic Boards, course representatives, and

representations though the Students Representative Council to raise issues for improvement.

3.8 Roles of Staff in QA Process(a) Itistheresponsibilityofacademicstaffto:

i. Undertakes scholarly activities which underpin teaching and research. ii. Prepare for teaching.iii. Provide students with clear information and academic guidance in

accordance with college regulations, both through written information and by making themselves accessible to students.

iv. Where relevant, maintain contact with professional practitioners, professional and wider academic community.



v. Pursue professional development.vi. Provide a conducive learning environment.

(b)Itistheresponsibilityofnon-academicstaffto:i. Gather information on student needs and priorities to inform the planning

of the service.ii. Consider student feedback through customer satisfaction survey.iii. Develop an ethos of customer service.iv. Provide a conducive learning environment.

3.9 Role of the Quality Assurance Committees in Best Practicei. The Quality Assurance Committees shall share best practice with key

stakeholders in quality assurance implementation at KMTC. This shall be donebyorganizingworkshopstodisseminatelessonslearned,successfulinnovations,anddifficultiesencounteredinimplementingqualityassurancesystem.

ii. The Committee shall provide information about QA activities for sharing on KMTC website.



The college is required to gather certain classes of information regarding the standards and quality of its programmes, and to publish some of this information. This is in order to enablethegeneralpublicandmorespecificallyprospectiveandcurrentstudentstohaveaccess to up-to-date, consistent and reliable information about the standards and quality ofprogrammesoffered.

4.1 Information for StudentsKMTC policy guidelines on information for student shall be that every student should receive a student handbook, programme guide, and course guide for every course for which he or she is registered.

4.1.1 Course Guidesi. The purpose of Course Guides is to help students understand what is required

to meet the learning outcomes of the course, in terms of supervised contact withstaff,privatestudy,preparationandassessment.

ii. AHandbookforAcademicStaffprovidesdetailedguidanceonthepurposeofCourse Guides, content which is required or desirable, the relationship between the Course Guide and what is approved at validation, and responsibilities for preparing the guides and checking their quality. For uniformity across the College, an electronic template for course Guides should be available on the QA Unit website.

iii. Assessment criteria for course assessments should normally be in the Course Guide, but may alternatively be issued to students with the assessment task. Their purpose is to help students understand the attributes of their work for which marks will be allocated, and what is required to pass or achieve good marks for their work.

iv. It is the responsibility of the Lecturer to prepare the Course Guide. Each Department shall have in place a system to monitor the quality of Course Guides.

4.1.2 Programme guidesThe purpose of Programme Guides is to help students to:

i. Understand the aims and outcomes of the programme and the standards that they are expected to achieve to complete it successfully.

ii. Understand how the separate courses of the programme contribute to its

4 SOURCES OF INFORMATION AND ACCESSIBILITY



overall aims, the themes which run through the programme as a whole, and any pre-requisites or decision points in terms of options and award paths.

iii. Understand the teaching and learning approaches used.iv. Plan their work with knowledge of the overall assessment workload for a

semester.v. Understand programme-specific regulations, and other programme-specific

information. vi. Know who to contact for academic, personal and administrative advice.vii. Knowhowtoaccessandbenefitfromrelevantlearningresourcesandsupport

services.viii. TheProgrammeGuidemustbecompatiblewiththeprogrammespecification

and may cover the whole programme, or may be issued for each year or level.ix. It is responsibility of the Programme Department to prepare the Programme

Guide, with support from the Programme Administrators. Each Department should have in place a system to monitor the quality of Programme Guides.

4.1.3 The Student HandbookThe purpose of the Student Handbook is to help students:

i. Understand the college regulations and codes of behavior.ii. Recognizeandaccept their own responsibilities.iii. Know what college services are available, and any requirements which users

must satisfy.iv. Know procedures for complaints, appeals and claims for mitigating

circumstances.v. The Student Handbook is prepared by head of department. At registration

students sign a declaration that they agree to be bound by the college’s regulations.

4.1.4 Non Academic Information for studentsInformation prepared for students by support departments aims to help them to:

i. Make good use of services or resources or administrative procedures.ii. Understand the rules for use of the services, and their responsibilities towards

other users.TheAcademicRegistrar’s office shall produce a rangeof information tohelp studentsdevelopor improveskills for learning; thesecould includetheprogrammesforspecificskills development in areas such as research, academic reading and writing.



The Librarian shall provide extensive information describing the resources available and howtousethem.TheICTOfficershallpublishastudentwebpagewhichshouldalsocontain all above information, to improve information accessibility.

4.2 Information for StaffThe Quality assurance department shall produce a regular college newsletter and a report on the state of quality standard as applied in KMTC. Similarly, campuses, f aculties and departments shall produce accurate and accessible information for staff in order toassists them to:

i. Understand their role.ii. Understand college, faculty/departmental policies and procedures within

which they must work.iii. Give students advise which is consistent with college regulations.iv. Know where to obtain advice on college policies, procedures and services.v. Understand the college strategies and priorities.vi. Disseminate quality assurance practices.

4.2.1 Faculty Handbooks and WebsitesThe scope of a Faculty Handbook is determined by the Faculty. They are intended to help staffunderstandtheirroleinrelationto:

i. Campus and faculty/departmental operational systems.ii. Programme and course management responsibilities within the department

or faculty.iii. Faculty and department policies and quality assurance systems for checking

programme guides, moderating assessed work, giving student’s feedback etc.iv. The Principal of the Campus, Head of Faculty or Head of Department or his/

her nominee, is responsible for updating the Academic Unit Handbook, and for ensuringthatitisavailabletoallstaffintheunit.

4.2.2 Policy guidelines statementsPolicies and procedures, approved by the Academic Board and Appointments and Promotions Policies are from time to time published by Human Resource Manager, Student Guides or the Human Resources Department. Key policy guidelines documents should be issuedtoallnewstaffatthetimeofappointment.

4.2.3 Guidance on quality assurance and maintaining academic standardsQuality Management Handbook which can be derived from this report is published



by the Quality assurance Department. The handbook should cover:i. Guidelines on course or programme validation and review.ii. Guidelines on exploring collaboration and approving collaborative

programmes.iii. Guidelines on academic irregularities.iv. Guidelines on appointing external examiners. v. Information for external examiners.vi. Guidelines on examination conduct.

4.2.4 Teaching Quality InformationKMTC Quality Assurance Department shall be required to gather internally the following:

i. Quantitativeinformationonthestudentprofileatentry.ii. Data on student progression and non-completions.iii. Dataonclassoffirstqualificationachievedbystudents.iv. Data on graduates entering employment and further study.v. Commentary on the above data (optional).vi. Commentary on how summary external examiner reports are structured.vii. Summaries of external examiner reports.viii. Summary of the colleges Learning and Teaching Strategy.ix. Summaryofhowthecollegeidentifiesemployerneeds.x. Reports of periodic internal reviews.xi. Programmespecifications.

The publication of information provided is managed by the Quality Assurance Department.

4.2.5 Information CentreThe college shall create an information centre which is closely linked to sources of information.Thiscentrewillprocess,storeanddisseminateinformationtostaff,studentsand members of the public. This will act as one stop centre for information which is sought from various committees. The information centre will be managed by the Quality AssuranceSecretariatinliaisonwiththeofficeoftheDirector.

This section is intended to provide an overview of the college’s precepts, principles and guidelines with regard to quality of training. It lays emphasis on the teaching and learning experiencesandthemannerinwhichconflictsareresolvedinthecollege.Theguidelinesprovide amicable and best practices for staff recruitment, development, motivationand discharge. It also provides guidelines on how to integrate disability mainstreaming amongstKMTCstudentsandstaff.



5.1 Quality of Experiential and Flexible Learning

5.1.1 PreceptsThe college has placed emphasis on the quality of the student learning experience. Therefore it is essential that academic standards, pastoral care and social life of students aremaintainedandenhancedwhereareasforfurtherdevelopmentareidentifiedintermsof staff development, learning resources, physical environment, flexible learning (e.g.e-learning), student assessment and student support.

The term experiential is a learner centred approach involving experience followed by process of reviewing, reflecting, and applyingwhat has been learned. Participatorymethods keep learners active in the learning process. The experiential learning cycle is especially useful for skill training because most of its techniques are designed to involve the participants in practicing the skill. Experiential training means letting people participate in a presentation, having a question and answer session after a lecture, or a role play or case study.

5.1.2 ObjectivesThe objectives are:

a) Toenhancestaffprofessionaldevelopmentandperformance.b) To enhance students core and employability skills.c) Todevelopaprofilingsystemforstudentswhichmonitortheirskillsdevelopment.d) To develop further support systems to enhance student achievement.e) To enhance learning resources.f) Toensurethatqualitymonitoringandenhancementsystemsarefitforpurpose.

5.1.3 Strategies and Actiona) Toenhancestaffprofessionaldevelopmentandperformance,thecollegeshall:

i. Enhanceinformationandcommunicationtechnologyskillsofstaff.ii. Establishaframeworkforstaffdevelopmentactivities,especiallyforstaffwho

supportstudentlearningtoenablethemtoworkeffectively.iii. Make provision for and encourage sharing of good practices across, faculties,

institutes, schools, and departments.iv. Provideopportunitiesforstaffwhosupportstudentlearningtodeveloptheir

skills further to enhance students’ core and employment skills.

5 ADDITIONAL GUIDELINES



v. Review and adapt staff induction, mentoring, appraisal, development andreward processes.

b) To enhance students’ core and employability skills, the college shall:

i. Makeprovision forstudents’coreskillsdevelopmentflexible learning in thedelivery of programme of study.

ii. Developprogrammespecificationsforallcourses.iii. Developaprofilingsystemforstudentswhichmonitorstheirskillsdevelopmentiv. Develop employability skills of students.

c) To develop support systems to enhance student achievement, the college shall:

i. Support learning in the class room.ii. Makeprovisionforsupportofstudent’sindependentandflexiblelearning.iii. Enhance the relationship between assessment and learning outcomes.iv. Enhance pre entry guidance.v. Enhance student orientation exercise.vi. Enhance on-course guidance including general welfare support and personal

tutoring.vii. Enhance specialist support.

d) To enhance learning resources, the college shall:

i. Improve the physical environment.ii. Enhance the use of ICT support of teaching, learning and assessment.iii. Use ICT toprovidemoreflexible learningopportunities for studentsand to

maximize the teaching time resource for activities which directly supportsstudents learning needs.

e) Toensurethatqualitymonitoringandenhancementsystemsarefitforpurpose,the college shall:

i. Adopt current monitoring and review systems so that they better take account of the student experience and student feedback.

ii. Ensure that high academic standards are maintained.

5.1.4 Responsibility for Implementation, Monitoring and EvaluationSince the strategy is an emerging one, the activities tend to concentrate entirely, although not exclusively, on the early stages of the planning period to which the strategy applied.



a) College levelThe Quality Assurance Unit and senior management Team will have responsibility for the overall strategy. The Academic Department as well as relevant support services will be charged with the maintenance, further development, monitoring and evaluation. The Deputy Director Academic Affairs will have the individualresponsibilityforensuringthatthecommitteefulfilsthistask.

The College will make available the learning and teaching strategy on the intranet to assist in consultation on the emerging versions of the strategy, and to ensure communicationofthefinalversion.

b) Campus and Departmental levelThe Campus learning and Teaching plans will be developed in the light of the College Learning and Teaching Strategy and will be approved by the Academic Board. These plans will not only serve to provide further details of the implementation of the current strategy but will also inform its further evaluation and review.

Departments (i.e. support services including property services) will be requested to consider the Learning and Teaching Strategy alongside the Strategic Plan when establishing their own departmental plans.

c) IndividualsRoles ofHeads ofDepartments/Subject areaswill be definedwhich reflect theirresponsibilities in respect of contributing to the implementation of the strategy andmonitoring its effectiveness.All staffwho support students in their learningwill be expected to be aware of the strategy and how it impacts on their area of work,andtoactaccordingly.Allstaffwillhavetheopportunitytocontributetothedevelopment of the strategy.

5.2 Academic Appeals and Student Complaints On Academic MattersThe academic appeals and student complains on academic matters are as follows:

5.2.1 Precepts and General Principlesi. The students shall have full opportunity to raise these concerns without fear of

victimization.ii. Therightsofstaffmembersandstudentsshouldbetakenintoaccountand

protected when handling appeals. iii. There shall be structures to handle students’ appeals at every campus/

department.



iv. The College shall ensure that its procedures are fair and that the decisions made are reasonable and have regard to any applicable law.

v. The College will address student complaints and appeals in a timely manner, using simple and transparent procedures.

vi. Information on complaints and appeals will be accurate, complete, clearly presented,readilyaccessibleandissuedtostudentsandstaff.

vii. Sources of impartial help, advice, guidance, and support will be advertised widely within the College.

viii. The complaints and appeals procedures should identify the persons or bodies from whom authoritative guidance may be sought on the applicability and operation of the procedures.

ix. The appeals committee shall investigate or adjudicate upon complaints or appealsimpartiallyandwithoutanyconflictofinterest.

x. The college will ensure that where an appeal is successful an appropriate remedial action will implemented.

xi. The College shall monitor, evaluate and review complaints and appeals regularly xii. That academic appeals system should be viewed as a continuous mediating,

arbitrating and monitoring process.xiii. The monitoring and evaluation tools shall be reviewed from time to time.

5.2.2 Scope of the Academic Appeals and Complaint CommitteeThe committee shall handle appeals and complaints related to:

i. Staffandstudentsrelations.ii. Teaching supervision and delivery. iii. Assessment.iv. Procedures of appeals/complaints. v. Adherence to due process.vi. Sanctions. vii. Rewards.viii. Monitoring.

5.2.2.1 Grounds for AppealThese are the grounds on which the college will consider an appeal against an academic decision:

i. That in reaching its decision the college was unaware of factors which had affected your performance of the appellant.



ii. That there had been mathematical or procedural error in recording or calculating the marks on which a decision was based.

iii. That there had been irregularities or administrative errors in the conducting of an examination or other form(s) of assessment of such a nature as to cause reasonable doubt in the examiner’s decision.

iv. That the appellant have reason to believe that one or more of the examiners was prejudice or biased.

5.2.2.2 Procedures for appeals

i. Appeals should be made within 14 days of formal publication of the results.ii. The appeals should be addressed to the Director, setting out in writing the

specificgroundsonwhichtheappealisbeingmade.iii. If it is decided that the ground for appeal do not accord with those prescribed

in the general regulations, the Director will inform the student that decision and the reasons in writing usually within 15 working days of receiving the initial appeal. The appeal will be dismissed and no further action will be taken.

iv. If it is decided that the grounds for appeal do accord with those prescribed in thegeneralregulations,theDeputyRegistrarStudentsaffairswilltakeoneofthe following courses of action, depending on the grounds of the appeal.

v. In the case of an appeal involving irregularities in the assessment process, circumstances which had not been known at the time a decision was made or allegations of bias, the matter is referred to Appeals Committee.

vi. Astudentwho isdissatisfiedwith thedecisionof aCommitteemayappealto the Senate Appeals Committee within 30 days from the date of the letter communicating the decision.

vii. The appeal shall be in writing addressed to the Academic Registrar and copied to the Committee stating clearly the grounds of appeal. The Academic Registrar shall acknowledge in writing to the student and Chairperson of Campus/Department Committee receipt of the appeal.

viii. AstudentwhopleadedguiltytoanoffencebeforetheCampus/DepartmentCommittee shall have a right of appeal only with respect to the penalty.

ix. The College Appeals Committee shall hear the appeal expeditiously. The studentappealingshallbenotifiedinwritingofthedatewhentheappealwillbe heard and should be given an opportunity to appear before the College Appeals Committee and be heard.



x. TheAcademicRegistrarshallofficiallynotifytheFacultyCommitteethatmadethe decision in the first instance of the date of hearing of the appeal. TheCampus and/or Department Committee shall have a right of representation.

xi. At the hearing of the appeal, the student shall have an opportunity to be heard and the Appeals Committee shall have a right to respond to the student’s presentation.

xii. The Senate Appeals Committee shall have power on cause being shown to allow the student present additional evidence before it.

xiii. Where additional witnesses are called they will be subject to cross-examination by the representative of the Campus/Department Committee. The Campus/Department Committee may also adduce additional evidence, which may be responded to by the student.

xiv. The College Appeals Committee will then deliberate in the absence of the student and Campus/Department Committee representative preferably on the date of hearing.

xv. TheCollegeAppealsCommitteemayconfirm,varyorsetasidethedecisionofthe Campus and/or Department Committee.

xvi. The College Appeals Committee shall take into account the rules of natural justice.

5.2.2.3 Appeals CommitteeThe composition of the appeals committee is as outlined in the statute.

5.2.3 Code of Practicei. A student appealing and other parties involved in the appeal, have access,

prior to the meeting of the committee’s relevant papers including written commentaries on the appeal and responses to the appeal.

ii. A student applying will be given adequate notice of the date, time and venue for the meeting and also be invited to attend.

iii. The appellant is entitled to be accompanied by a friend of his/her choosing during the hearing.

iv. The appellant shall be informed in writing of the result of the appeal within 10 working days of the meeting. In case of delay due to need for further investigationnotificationshouldbegiven.

v. Staffnottositinjudgmentoftheirowncause



5.3 Staff Recruitment, Deployment, Appraisal, Promotion and DischargeOne of the important resources for learning and teaching environment at any institution oflearningisitsstaff.ThisappropriateresourceshouldbeavailabletopromoteAcademicStandardsandQualityof learning. Foreffective teachingand learning,other resourcessuchaslibrary,computing/IT,specializedequipmentandotherfacilitiesshallbenecessary.

5.3.1 BackgroundCollegestaffasastrategicresourceshouldbecarefullyidentified,appropriatelydeployed,developed and managed. There are rules and processes that govern selection, promotion andrewardofstaffinvariouspositionsatKMTC.

5.3.1.1 Staff WorkloadThemaximumworkload(hoursperweek)forteachingmembersofstaffwereweightedin terms of hours as follows:

(i) Lecture Preparation 10 hours

(ii) Lecturing 6 hours

(iii) Tutorial/Seminar 2 hours

(iv) Marking 6 hours

(v) Practical/Clinical 4 hours

(vi) Supervision 4 hours

(vii) Research 4 hours

Maximum workload per week 40 hours

The mandatory contact hours are based on visible and monitorable workload (ii), (iii) and (v), which should be a minimum of 10 contact hours per week and maximum of 12 hours perweekforamemberofstaff.

5.3.2. Staff ValuesThe College is a community of students and staff. A community implies the sharedacceptance by its members of common values. The concept of values implies not only rights but also obligations, for the community itself and for its individual members. These values when adhered to should result in quality assurance. These values should be the guiding principles in QA framework.



The Colleges mission statement should tally with the statement of values. These values provide a framework that informs and governs what is considered by the College community to be appropriate and acceptable behaviour. The Statement also serves as the foundation for a range of College policies and guides the management of particular aspects of college life. As a value-based community, we should aspire to an encompassing ethos which:

i. Promotes academic excellence and the attainment of the institutional goal of becoming a world-class college.

ii. Preserves what is valuable in the history of the institution and of this country, and responds to the challenges posed by past injustices and unfair discrimination.

iii. Achieves social transformation, empowerment and participative governance.iv. Encourages the institution and all its members to accept responsibility for

the welfare of the community and for behaving in accordance with these community values.

5.3.2.1 Commitment to ValuesStaffshallcommitthemselvesto:

i. Truth, fairness, consistency, and integrity in both academic and other work, and in all personal and institutional relationships.

ii. Compassion, generosity and concern for the needs and aspirations of others, and in particular for the challenges faced by the less privileged in our society.

iii. Respectandtoleranceforcultural,religious,political,andotherdifferencesandacknowledge of the value of diversity in society.

iv. Respect for individual privacy, dignity, and the right to personal choice.v. Intellectual honesty, vigour in debate, openness to alternative ideas and respect

for other views, beliefs and opinions.vi. Commitment to high standards, personal fulfilment and the pursuit of

excellence.vii. The protection and responsible use of the college’s assets and resources.viii. Contributing to national development.ix. Fostering global competences among students.x. Promoting the use of technology.xi. Quest for excellence.

5.3.3 Qualities and Responsibilities of Academic StaffQualificationsandresponsibilitiesoftheacademicstaffshallincludebutnotlimitedto:

i. Holdadequatequalification/certificationinthedisciplinestheyteach.



ii. Maintain high expectations for student achievement that is evident in every aspect of classroom work.

iii. Teach students how to learn by helping them to see the continuity in their learningandofferingthemtheencouragementtoapplylearnedskillsinonefieldtootherfieldsandtoeverydaylivingexperiences.

iv. Provide students with ample opportunities to practice skills taught in order to grasp concepts.

v. Create consistency in learning methods that include problem- solving, thinking and creative activities.

vi. Hold students responsible for completion of work assigned within established standards for quality.

vii. Set challenging and interesting classroom assignments that are appropriate to the subject and that clearly relate to other lessons taught.

viii. Useawealthofmaterialsandmanydifferentapproachestoteachingconcept.ix. Relate, as often as possible, the objectives of lessons taught to students

backgrounds, communities and cultures.x. Maintain discipline in the lecture hall to foster the optimal learning environment.xi. Keep students consistently informed on how they are doing and what they will

bedoingnext,anddiscussthesignificanceofeachstepanditsrelationshiptoconcepts previously taught.

xii. Keep students informed as to how well they are doing by occasionally conveying to them their level of success.

xiii. Use testing and evaluation as a tool to measure student progress as well as determine curriculum changes and teaching strategies in order to accommodate the diverse needs of groups of students.

5.3.4 Specific Recommendations on Appointment and Promotion of StaffThespecificrecommendationsonappointmentandpromotionofstaffare:

i. All vacant posts shall be filled by recruiting permanent staff and part-timelecturers.

ii. Staff–studentratioswithindepartmentsimpactconsiderablyonthequalityof learning and teaching and on the student experience. Continuous analysis of teacher/student ratio based on programmes and categories students rather than on departments.

iii. ThestaffDevelopmentpolicyguidelinesshouldbereviewedsothatworkloadof staffwho go for studies does not affect the performance of those whoremain.



iv. There should be time frame for one to progress from Assistant Lecturer to Professor not to stagnate. Guidelines and procedure for appointments, promotion and reward are reviewed.

v. That a ceiling for the maximum lecture hours for lectures shall not exceed 12 hours per week. This will be monitored by use of ARIS system or any other system as prescribed

vi. Appointments of part time lecturers need to be streamlined and they should be given contracts.

vii. Staffdevelopmentshallbebasedonthestaffdevelopmentpolicyguidelinesand shall include:a) Induction of new members.b) Pedagogicaltrainingfornewstaff.c ) A culture of self-evaluation and assessment.

5.3.5. KMTC Staff Appraisal SystemTheKMTCStaffAppraisal system shall beused to evaluate, support anddevelop staffcapabilities and shall be based on mutually agreed targets between the appraiser and appraise. The following instruments shall be used during the process:

5.3.5.1 Awards for ExcellenceAwards shouldbecreatedandgiventostaffwhoexcel intheirscholarship.Thecriteriashould have the following ideals:

i. Interest and enthusiasm in undertaking teaching and promoting student learning.

ii. Ability to arouse curiosity and to stimulate independent learning and the development of critical thinking skills.

iii. Abilitytoorganizecoursematerialandpresentitcogentlyandcreatively.iv. Command of subject matter including the incorporation of recent developments

inthefieldofstudy.v. Evidence of innovation in the design and delivery of units.vi. Evidence of participation in the effective and sympathetic guidance and

advising of students.vii. Evidence of research which leads to discoveries and is highly acclaimed.viii. Provision of appropriate assessment with worthwhile feedback to students on

their learning.



ix. Ability to help students from equity groups, where appropriate, participates and achieve success in their courses.

x. Professional and systematic approach to teaching development.xi. Participation in professional activities and research related to clarify.

The Human Resource Department in collaboration with the Quality Assurance Department shall develop the criteria for awarding staff that excel and penalties forstaffwhofailto measure up.

5.3.5.2 Rewards (Carrots)Carrots for infusing quality assurance framework in KMTC by all employees shall include (but not limited to):

i. Remuneration for best performance.ii. Promotion.iii. Financial support to Campus/Departments or individuals.iv. Excellence Awards by the Director for best practices.v. A condition for contract renewal of part time appointment.

5.3.5.3 Punishment (Sticks)StaffwhofailtomeasureuptothequalityassurancestandardsofKMTCshallbesubjectedbut not limited to the following:

i. Reprimand.ii. Suspension.iii. Removalfromofficeofresponsibility.iv. Criminal Investigation.v. Denialofbenefits.vi. Dismissal.

5.3.6 The Work EnvironmentTheenvironmentshallbesuchthatitenablesstafftoreachtheirfullacademicandotherwork potential and shall not discriminate against:

i. Race.ii. Gender.iii. Beliefs.iv. Sexual orientation.



5.4 Career Guidance Based on Tracer StudiesThese guidelines are intended to help KMTC ensure that it is meeting students’ expectations in respect of their preparedness for their future career, and producing graduates equipped to meet the demands of the employment market. These guidelines will complement other quality assurance developments including the general practice on industrial/internship learning and the guidance produced by the quality assurance task force on in respect of programmespecificationandstudentprogressrecords.

5.4.1 General Principlesi. The College should have clear documented and accessible policy guidelines for

career guidance, information and guidance, including statements of the college Quality Assurance objectives and of student’s entitlements and responsibilities.

ii. Career education, information and guidance provision should be impartial, client focused, confidential, collaborative, andaccessible inaccordancewiththe KMTC equal opportunities policy guidelines.

iii. Career education, information and guidance provision should be subject to KMTC quality assurance procedures.

iv. The College should seek to identify and cater for the special needs of students who may be disadvantaged in the labour market.

5.4.2 Roles and Responsibilities:KMTC should consider:

i. Ensuring that statements of service makes it clear who is responsible for the delivery of different aspects of career education, information and guidanceincludingdefinitionsoftheroleofacademicstaffandtheexpertcontributionofadedicatedcareerservicestaff.

ii. Providing explicit statements of service that set out clearly and concisely how the university career education, information and guidance provision is intended to meet the individual needs of students.

iii. The extent to which the College policy guidelines on equal opportunities is integrated with its career provision to avoid discriminatory practices which disadvantage individuals or groups of students.

iv. How best to make career education, information and guidance provision, as detailed in the College statements of service, available to all students including parttime,overseas/distancelearningstudentsbasedondifferentcampuses.

v. Implementing procedures to support a collaborative approach, which



strengthens and supports links with relevant internal contacts e.g. other studentservicestaff,academicstaff)andwithrelevantexternalorganizations(e.g. career companies in the public and private sector, other guidance and counselling services, audit guidance networks, further education sector etc.).

vi. The adoption of national higher education quality standards for career education, information and guidance services.

vii. The impact of relevant statutory requirements on career education, information and guidance provision.

viii. Promoting the importance of skills development for students in relation to employment and lifelong learning through, for example, progress records.

ix. Referring to statements of transferable abilities contained in relevant subject benchmark statements.

x. Ensuring that responsibilities for providing references for students, including theirformatcoverageandqualityareclearlylocatedandeffectivelydischarged.

xi. How best to promote career education, information and guidance provision as detailed in the statement of service to part time/overseas/distance learning students/e-learning/i-learningstudents/studentsbasedondifferentcampuses.

xii. How best to use Information and Communication technologies (ICTs) to promote and deliver career education, information and guidance.

5.4.3 StudentsStudents should be provided with information on the services available to them while registered at the College and those which will continue to be available to them when they have left.

The institution should be clear in its information to prospective and present students how the skills and knowledge acquired during study are intended to be of use to them in the development of their careers.

5.4.4 External RelationsThe College should promote close collaboration between employers and career education,informationandguidanceproviderstomaximizethebenefitsofbothstudentsand employers.

KMTC should ensure that its career education, information and guidance provision takes account of development in the employment market and work opportunities in the community at large.



5.4.5 StaffTheCollegeshouldensurethatallmembersof itsstaff involvedwithcareereducation,informationandguidanceprovision,includingacademicstaff,havetheskills,knowledgeand training appropriate to the role they are undertaking.

i. TheCollegeshallconsidersupportinganystaff involved indevelopingtheirrelevant professional expertise through continuing professional development.

ii. The College shall consider proving training required for academic and other appropriate staff to fulfil their role inproving careereducation, informationand guidance.

5.4.6 Monitoring, Feedback, Evaluation and ImprovementThe KMTC Quality Assurance D e p a r t m e n t shall be required to account formally and regularly for the quality and standards of its career education, information and guidance with the objective of promoting continuous improvement. The College through its Quality Assurance Department should provide the training required for academic and otherappropriate stafftofulfiltheirroleinprovidingcareereducation,informationandguidance.

i. The quality Assurance Department should incorporate from key stakeholders into Career education, Information and Guidance.

ii. The College should setup appropriate targets in or to measure the performance of the Career Education, (Information and Guidance.

iii. Record unmet requests for information with a view of amending the statement of service.

iv. Produce an annual reports on provision, performance and outcomes of the careereducation,informationandguidancepublicizedindetailandsubmittedtotheDeputyDirectorAcademicAffairs.

v. Undertaking regular reviews on the career education, information and guidance policies, to include development, monitoring and resourcing.

vi. To collect data centrally and through academic units, on graduate destinations.

5.5 Guidelines on Equality of Opportunities

5.5.1 Background for disabilityThis section provides a reference to practices for quality assurance for equality of learningandteachingopportunitiesforstudentsandstaffatKMTC.KMTCshouldensurethat policies, procedures and activities, including planning and resource allocation



consideration are given to equal opportunity. KMTC is committed to provision of equality for all, irrespective of disability, race, gender and religion in all aspects of the academic and social life of the college.

5.5.2 Objectivesi. To plan and provide resources for maintenance of equality in opportunities.ii. To develop a culture of tolerance to embrace the value of diversity in society.

5.5.3 Precepts and General Principles for disabilityKMTC should consider:

i. Implementing procedures which ensure that the needs of students with disabilities are addressed at all stages and levels of academic and resource planning.

ii. Embedding the fair and equal treatment of disabled students in all operational practices.

iii. Identifying clearly the locus of senior management responsibilities in relation to arrangements for students with disabilities.

iv. Ensuring that senior managers and other key staff have an adequateunderstanding of the legal framework concerning disabled people.

v. Ensuring that management systems include the gathering of information to enable well-informed decisions to be made regarding participation and progression of students with disabilities.

vi. Including the needs of disabled students within the remits of all resource allocation, academic management, estates and services committees.

vii. Incorporating the views of disabled students in the development and review of the physical environment, academic programmes and services.

viii. Identifying designed contact(s) for disabled students with specialist expertise andeffectivechannelsofcommunicationwithseniormanagers.

ix. Providingstaffdevelopmentindisabilityawareness/equalityforallstaff.x. Monitoring and reviewing the impact of all institutional policies, procedures and

practices on students with disabilities with a view to continuous improvement.xi. The implications for disabled students of collaboration provision and articulation

and arrangements involving study in more than one institution and/or other partnerorganization.



5.5.4 Roles and Responsibilities i) The Physical Environment

a) KMTC ensure that disabled students can have access to the physical environment in which they will study, learn, live and take part in the social life of the College.

b) The College should ensure that facilities and equipment are as accessible as possible to disabled students.

ii)Informationforapplicants,studentsandstaffa) The College publicity, programme details and general information should

be accessible to people with disabilities and describe the opportunities for disabled students to participate.

iii) The selection and admission studentsa) In selecting students institutions should ensure equitable consideration of

all applicants.

b) Disabled applicantssupportneedsshouldbeidentifiedandassessedinaneffectiveand timely way, taking into account the applicants views.

iv) Enrolment, registration and orientationa) The arrangements of enrolment, registration and induction of new entrants

should accommodate the needs of disabled students.

b) Learning and teaching, including provision for research and other postgraduate people.

c) Programmespecificationsshouldincludenounnecessarybarrierstoaccessby disabled people.

d) Academic support services and guidance should be accessible and appropriate to the needs of disabled students.

e) The delivery of programmes should take into account the needs of disabled people or, where appropriate, be adapted to accommodate their individual requirements.

f) The college should ensure that, wherever possible, disabled students have access to academic and vocational placements including field trips andstudy abroad.



g) Disabled research students should receive the support and guidance necessary to secure equal access to research programmes.

v) Examination, assessment and progressiona) Assessment and examination policies, practices and procedures should

provide disabled students with the same opportunity as their peers to demonstrate the achievement of learning outcomes.

b) Where studying is interrupted as a direct result of a disability-related cause, this should not unjustifiably impede a student’s subsequent academicprogress.

vi)Staffdevelopmenta) Orientation and other relevant training programmes for all staff should

includedisabilityawareness/equalityandtraininginspecificservicesandsupport.

vii) Access to general facilities and supporta) Students with disabilities should have access to the full range of support

services that are available to their non-disabled peers.

viii) Additional specialist supporta) KMTCshouldensurethattherearesufficientdesignatedmembersofstaff

with appropriate skills and experience to provide specialist advice and supporttodisabledapplicantsandstudentsandtothestaffwhoworkwiththem.

b) The College should identify and seek to meet the particular needs of individual disabled students.

c) Internal communications systems should ensure that appropriate staffreceive information about the particular needs of disabled students in a clear and timely way.

d) The College should have clearly defined policy guidelines on theconfidentialityanddisclosureofinformationrelatingtoaperson’sdisabilitiesthatiscommunicatedtoapplicants,studentsandstaff.

ix) Complaintsa) The College should ensure that information about all complaints and



appeals policies and procedures is available in accessible formats and communicated to students.

b) The College should have in place policies and procedures to deal with complaints arising directly or indirectly from a student’s disability.

x) Monitoring and evaluation and improvementa) KMTC information systems for should monitor the applications, admissions,

academic progress and nature of impairment of disabled students.

b) The College should operate systems to monitor the effectiveness ofprovision for students with disabilities, evaluate progress and identify opportunities for enhancement.

5.5.5 Strategies and Actionsi. KMTC shall develop and implement procedures which ensure that the

needs of students with disabilities are addressed at all stages and levels of academic and resource planning.

ii. KMTC shall ensure that a fair and equal treatment of disabled students is incorporated in all operational practices.

iii. KMTC shall identify clearly the locus of senior management responsibilities in relation to arrangements for students with disabilities.

iv. KMTC shall ensure that management systems include the gathering of information to enable well-informed decisions to be made regarding participationandprogressionofstudentsandstaffwithdisabilities.

v. KMTCshalldesignatecontact(s)fordisabledstaff/studentswithspecialistexpertiseandeffectivechannelsofcommunicationwithseniormanagers.

vi. KMTC through relevant Departments shall provide staff development indisabilityawareness/equalityforallstaff.

vii. The Quality Assurance Committee shall monitor and review the impact of all institutional policies, procedures and practices on students/staffwithdisabilities with a view to continuous improvement.



APPENDIX I: OTHER SOURCES OF INFORMATION

a. Institutional context:i. Mission statement.ii. Relevant sections of the KMTC strategic plan.iii. Statement of quality assurance policies and processes.iv. Learning and teaching strategy and periodic reviews of progress.

b. Student admission, progression and completion:i. Studentqualificationsonentry.ii. Rangeofentrantsclassifiedbyage,gender,socio-economicbackground.iii. Disability and geographical origin.iv. Progression and retention data for each year of each course/programme,

differentiatingbetweenfailureandwithdrawal.v. Data on student completion.vi. Dataonqualificationsawarded.vii. Data on employment/training outcomes from the Survey.

c. Internal procedures for assuring academic quality and standards:i. Programme approval, monitoring and review.ii. Programmespecifications.iii. Statements of the respective roles, responsibilities and authority of

differentSenateCommittees.iv. Key outcomes of programme approval, and annual monitoring and review processes:

a) Reports of periodic internal reviews by departments or faculties.b) Accreditation or monitoring reports by professional, statutory or regulatory bodies.

1. Assessment procedures and outcomes:i. Assessment strategies, processes and procedures.ii. The range and nature of student work.iii. Externalexaminers’ reports,analysisof theirfindings,andtheactions taken

in response.iv. Reports of periodic reviews of the appropriateness of assessment methods

used.

6 APPENDIXES



2. Student satisfaction, covering the views of students on:i. Arrangements for academic and tutorial guidance, support and supervision;ii. Library services and IT support;iii. Suitability of accommodation, equipment and facilities for teaching and

learning;iv. Perceptions of the quality of teaching and the range of teaching and learning

methods;v. Assessment arrangements;vi. Quality of pastoral support.

3. Evidence available Quality assurance Task Force own reviews of quality and standards:i. The effectiveness of teaching and learning, in relation to programme aims

and curriculum content as they evolve over time;

ii. The range of teaching methods used;iii. The availability and use of specialist equipment and other resources and

materials to support teaching and learning;

iv. Staff access to professional development to improve teaching performance, including peer observation and mentoring programmes;

v. The use of external benchmarking and other comparators both at home and overseas;

vi. The involvement of external peers in the review method, their observations, and the action taken in response.



Tool Code: ___|___|____|____|____

1. General Information

1. Name of Campus ……………………... 2. Gender of respondent:

i. Female ii. Male

3. Age …………….Yrs 4. Pleasecategorizegeographicallocation:

a. Urban b. Peri-urban c. Rural d. Others, specify…

5. Distance between the campus and main clinical placement facility: ………….Km (0 if in same place)

6. Which of the following Roles/Responsibilities are relevant to you? (Tick all that apply):

a. Institution/Facility head b. Class room teaching Basic Science c. Class room teaching clinical Science d. Clinical instruction in clinical facility e. Admin support

7. Number of years served in current position …….., Number of years served in previous academic post .......... Total ............8. Whatisyourhighestacademicqualificationattained?

a. Certificateb. Diploma c. Bachelor’s Degree d. Master’s Degree e. PhDf. Post Doctorate

CAMPUS PRINCIPAL

APPENDIX II: KMTC QA ASSESSMENT TOOL 1



9. Do you have formal training in pedagogy (medical education)?a. Yes b. No

10. If yes, classify the training as:a. Shortcoursewithoutcertificationb. Shortcoursewithcertificationc. Formal/recognizedcoursewithcertificationfromregulatorybody

11. If yes, how many years since attending course? ........................yrs12. What is the match between your professional education and current position?

a. Underqualified.b. Appropriatelyqualified.c. Overqualified.

13. Whichacademicprogramsareofferedinyourcampus?Enterdetailsintablebelow campus.

Name and abbreviation of the program (Only health related)

Total number of students enrolled last year Max. Allowed

intake per year

# of student graduated last yearMale Female Total

Nursing (NO)

Clinical Medicine (CO)Medical Laboratory SciencePublic/Community Health

Others (specify each, but give summary statistics)

Total

(Include all the courses)

14. Do you run any in-service courses? 1. Yes 2. No

2. Infrastructure, Materials, Equipment & Supplies

15. When was the last facility QA audit conducted? (Month/year)……………………… Total months= ……....…..



16. Please rate the quantity, quality and frequency of use of the following infrastructures at your campus

Infrastructure category

Quantity:0=Not available1=Very Inadequate, < 25% of requirement2=Inadequate, 25-49% of requirement3=50 of requirement4=51%-75% of requirement5=Adequate >75% requirementDK=Don’t Know

Quality: 0=Don’t know1=Not available2=Needs improvement3=Good condition

Frequency of use:0=Not available1=Never used2=Used occasionally3=Used frequently

FacultyofficesStaffroomsAdministrative officesClassrooms/lecture roomsLibrariesstudents Study/meeting rooms Clinical laboratoriesSkills labs/demonstration rooms

Research labs

Multi-purpose hallComputersUpdated Computers SoftwareInstitutional websiteInstitutional email Clinical practice sites



Accommodation/DormitoriesCafeteria

Security, safety systems

Electricity

Backup power generator

Solar Panels

Safe Drinking water

Transportation to clinical sites

Infrastructure in general (Include Stakeholder Key informant)

Enumerator to work out: Min score………Maximum score…….......Mode…………Mean

17. Doyouhaveanofficepersonalcomputerorlaptop? 1. Yes 2. No

18. Is there a written policy on maintenance and repair of equipment? 1. Yes 2. No

19. Do you share any equipment/materials with other campus? 1. Yes 2. No

20. If yes describe resources shared: …………………………………………………………………………………21. Please provide rating for each learning facility (add additional tables if needed).

Rating guide: 0 = not able to assess/does not exist; 1=Very Poor; 2=Poor; 3=Average; 4=Good; 5=Very Good

Description of the Facilities Classrooms Skills Labs

Library/LRC

Computer Lab

Total NumbersDesks, ChairsTables



Lecture ChairsLecture chairs for Left handed studentsAudio visual equipment e.g LCD etc.Other teaching aidsLightingVentilationSound systems or acousticsAccess to toilets & hand-washing facilitiesAccess to toilets & hand-washing facilities for PWDLocation, Accessibility (Physical)Accessibility (Operating time)Internet connectivity/access Water (available 24 hours per day)Anatomical models, simulatorsDiagnostic equipmentDelivery kitsSupplies such as gloves, syringes, needles and catheters, lab reagentsFullyqualifiedLibrarianandrelatedstaffavailabletosupportSpace for books and materialsStock of materials (quantity/variety/types)Quality of materials (condition, age)Updated course textbooks Updated journals/periodicals/ReferenceElectronic textbooksElectronic journals or periodicalsComputer technician available to assist students and educatorsMax. No. of students per session/seating



22. Please list any Best Practices, Issues, and Recommendations for improving Infrastructural, equipment and material learning resources: …………..........................……

…………………………………………………………………………………………………………….…………............

3. Curriculum

23. Please rate the level to which the secondary education prepares students for medical training?

a. Very poorly b. Poorly/Below Av c. Average d. Well/Above average e. Very well

24. Please rate stakeholder involvement in the campus curriculum review process a. None b. Very lowc. Below averaged. Averagee. Above averagef. Very high/fully involved

25. Does the campus have written curriculum review guidelines?a. Yes b. No c. I don’t know

26. Whatistheofficialwrittenfrequencyofcurriculumreview?Afterevery………………..27. To what level are clinical preceptor/supervisors at clinical placement sites involved in

joint assessment and evaluation of teaching/training program and curriculum review process?

a. Not at allb. Very limited c. Limited/Below averaged. Average/half the timee. Above average, more often than not f. Full involvement

How would you rate the training curriculum in preparing students in the settings below?(Indicate rated curriculum …………………………..)



Training Category Duration0=I don’t know, 1=Too short2=Sufficient,3=Toolong

Quality0=No opinion, 1=Very Poor, 2=Poor, 3=Average, 4=Good, 5=Very good,

Classroom/theoretical teachingSkills lab/demonstration roomClinical practice sites in generalProvincial/referral hospital District hospital

Outpatient clinic

Health centreMaternity ward/serviceEmergency ward/careCommunity service

Overall

28. Rate the level to which your curriculum address relevant health issues & desired competencies:

a. Totally irrelevantb. Mostly irrelevantc. Average relevantd. Mostly relevante. Fully relevant

29. Does your curriculum have a community-based approach?a. Yes b. No

30. Please rate the level to which the curriculum prepares learners to work in the following areas:

(Indicate rated curriculum …………………………..)



Area of work Level of preparation0=I don’t know, 1=poorly, 2=Somewhat prepared, 3=Well prepared

At all levels of health services (primary-tertiary)At a hospital At a primary care clinicIn an outpatient ward or clinicIn a maternity ward or clinicIn an emergency ward or clinicIn health services management or administration

In the community/outreachIn responding to the health needs of local populationsAs a team with other health professionals

31. Do you have alternative schedule teaching programs (weekends, evenings, etc.)? 1. Yes 2. No

32. Do you have Distance-/e-learning programs?1. Yes 2. No

33. Rate research opportunities for studentsa. Nil/Very Poor, b. Poor, c. Average d. Good, e. Very good

34. Do you have any twinning programs as part of your curriculum? a. Yes b. No

35. If yes, please describe …………………………………………………………………………………… …………………………………………………………………………................................……………………

36. Does your curriculum include a mentoring program? a. Yes b. No

37. Is there a need to review certain considerations in curriculum to better be aligned to the new constitution?



a. Yes b. No c. Not sure

38. If yes, what are the most important constitutional considerations in reviewing the curriculum? …………………………………………………………………………………………….… ……………………...............................................................................................…………………………

39. List main Issues/Gaps, any Best Practice or recommendations for curriculum improvement: …………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………….......................................................................................................………..………………………

4. Faculty

40. Please state the following faculty statistics/information:

Clinical subjects

Basic sciences

Clinical instructors Total

TotalNo.ofstaff,incl.parttime

% who are part time:1=Less than 30%2=>30% but <50%3=50-75%

% with formal pedagogical training:1=Less than 30%2=>30% but <50%3=50-75%

41. Please rate the adequacy of classroom teachers: student ratio: a. Not adequate b. Adequate c. Don’t Know/Not sure

42. Please rate the adequacy of clinical instructors: student ratio: a. Not adequate b. Adequate c. Don’t Know/Not sure

43. Please rate the use of ICT in teaching/training: 0) Never,



a. Rarelyb. Occasionallyc. Half the timed. Most of the timee. All the time

44. Does the institution have a policy for balanced recruitment of both male and female educators on a 50% by 50% basis? (Include KII)

a. Yes b. No c. I don’t know

45. Does your campus have a policy or procedure that supports pregnant educators, or educators with young children, and generally encourage female retention?


46. If yes, describe …………………………………………………………....................................…………………….47. Do you believe there is gender related problems at your campus, such as harassment,

discrimination, violence, or lack of safety for female teachers or students? a. Yes b. No c. Not sure

48. How many cases of gender violence/harassment were reported in the campus in last 1 yr?

0. None a. 1or2 b. 3-5 c. 5-10 d. >10

49. Does campus have written policy on sexual harassment of teachers? a. Yesb. No c. Not sure

50. Is there support for victims of gender-based violence?a. Yes b. No c. I don’t know



51. If yes, describe …………………………………………........................................………………………………52. Inthiscampusdoyoubelievethatbeingofthefemalegenderadverselyaffects

training in the following?

Response Attrition Absenteeism Low productivity

Poor health

Low morale

1=Yes2=No3=Not sure

53. Is it mandatory for faculty to participate in regular CPD?a. Yes b. No c. I don’t know.

54. How would you rate the regular participation of faculty in CPD? a. Very low/poor b. Low/poor c. Average d. Good e. Very regular/high

55. IstherearegularizedCPDprogramforteachers/instructors?a. Yes b. No c. I don’t know

56. Please rate the available research opportunities for your faculty?a. Very few/limitedb. Limitedc. averaged. Above averagee. Very high/plenty

57. Do you have dedicated research budget vote?a. Yes b. No c. I don’t know

58. If yes please give an estimate of the value annually in Ksh. ………………………….



59. Howwouldyourate/describestaffturnoverinthecampus?(IncludeKII)a. Very low turnover b. Low turnover c. Average d. High turnover e. Very high turnover

60. Those who leave early do so within what period? a. 1-2 yr b. 3-4 yrs c. 5-6 yrs d. 7+ yrs

61. What are the main causes of faculty leaving prematurely? …………………………… ………………………............................................................................................................................. ...........................................................................................................................................................

62. Do you have a formal faculty retention strategy? a. Yes b. No c. Not sure

63. If yes, please describe ……………………………………………………………64. Do you have a career pathway for faculty?


65. If yes, please describe …………………………………………………...............66. Do you have tenure of faculty?

a. Yes b. No c. Not sured. If yes, explain....................................................................................

67. Do you have a formal program for identifying promising students and encourage them to become faculty?


68. If yes, please describe ………...........…………………………………………………………………….



69. What percentage of faculty was recruited from Graduates in the last one year? .........................%

70. Rate the experiences sharing between classroom teachers and clinical instructors?

Nil, a. Very limited b. Below averagec. Averaged. Above average e. Very frequent/high

71. Isthereasignificantadvantageinhiringparttimelecturers?a. Yes b. No c. Not sure

72. Do you hire part time lecturers as part of your faculty? a. Yes b. No

73. What are the important issues in engaging part time faculty? ………………………… ..............................................................................……………….…....................................................................................................................................................................................................................

74. How do faculty/teacher salaries compare with clinical practice salaries?a. Much lowerb. Slightly lower c. The samed. Slightly highere. Much higher

75. Does faculty have opportunities to supplement their academic salary? a. Yes b. No

76. What is the level of faculty engagement in community level work?a. Nil, b. Very low c. Lowd. Averagee. Highf. Very high/frequent



77. Which performance evaluation tools are used in the campus? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

78. Please list up to fivespecificknowledgeandskillsgapareas/topicsforwhichthefacultycouldbenefitfromadditionaltraining:……………………………………........................…… ………………………………………………………………………………………………………………………………..……………………………………………………………………………………………………………………Please identify any issues, best practices and recommendations for faculty improvement ……………… ……………………………………………………………………………................................................................…….. ………………………………………………………………………………………………………………………… ………………………………………………………………………………..................................................….

5. Management

79. Whatistheproportionoffemalestaffinthecampus’smanagementsystem?a. Less than one third b. 1/3rd to Half c. >Half to 2/3rd d. > 2/3rd

80. Does your institution have a strategic plan?a. Yes b. No c. Not sure

81. If yes, when was the strategic plan last updated? .............(month-year)82. Doallyourstaffshaveajobdescription?


83. If yes what is the level of compliance?a. Very low, b. Below average, c. Average,d. High/above average, e. Very high/fully

84. Doesyourinstitutionhaveafinancialmanagementplan?a. Yes b. No



c. Not sure85. What kind of evaluation systems do you have for your training programs?

a. Fully internal b. Mostly internal with occasional external c. Equal internal & external d. Mostly external with some internal e. Entirely external

86. Please rate the following elements of quality standards in medical education:

Areas of educational standards Score on Performance1.Very poor; 2. Poor below average; 3. Average; 4. Good above average; 5. Very good

Institutional mission, objectives (Responsiveness to current priority needs)

Educational program (Course Content & Delivery)

Student selection and support incl. Counseling

Student assessment

Staffrecruitmentandsupport

Educational resources, including library

ICT technician support

CPD for faculty

Program evaluation

Governance, administration

Continuous renewal

Aggregated score A) Lowest ……..B) Highest ……….C) Average…

87. Do you have a formal system of engaging alumni? a. Yes b. No

88. If yes, please describe ………………………………………………………..



89. Doesthecampushaveanofficerspecificallyinchargeofinfrastructure?a. Yes b. No

90. Do you have automated database for tracking student grades? a. Yes b. No c. Not sure

91. What is the level of compliance in student ENROLMENT to regulatory standards?a. Under-ENROLMENT b. Appropriate ENROLMENT c. Over-ENROLMENT

92. Do you have a strategy for increasing student ENROLMENT? a. Yes b. No c. Not sure

93. If yes, describe ............................................................................................94. Do you have a structured systems supporting recruitment of faculty?


95. If yes, describe ............................................................................................96. Areyouawareofstandardsforadministrativestafftostudentratio!?

a. Yes b. No

97. If yes, what is the level of conformity to those standards?a. Very low compliance b. Below average compliance c. Average compliance d. Above average compliance e. Full compliance

98. Please rate the level of partnerships with other institutions:a. None, b. With 1or 2? c. With several d. With many



99. Doestheinstitutionhavearegularizedengagementwithfutureemployers?a. Yes b. No

100. If yes, explain ……………………………………………………………….101. Apartfromtheclinicalsitesdirectlyownedoraffiliatedwithyourinstitution,doyou

have a formal relationship with other clinical sites? a. Yes b. No

102. If yes, describe the relationship …………………………………………………..103. Does the campus have a funding system for needy students?


104. If yes, describe including No. supported in last one year.................................................… ……………………………………………………………………………………………………………………………….

105. Doescampushaveresourcemobilizationpolicy/strategy?a. 1. Yes b. 2. No c. 3. Not sure

106. If yes, please describe.................................................................107. What is the total annual budget for the health sciences programs last year? ………

…….....................................108. Please list the main sources of funds, and estimated proportion of each: ………………………………………………………………………………………………………………………………..109. On average how much revenue is generated annually for the Campus by

fundraising? ......................................................... 110. What is the average annual student fee? ……….......................…………111. Please rate the quality of maintenances?

a. Very poor b. Below average c. Average d. Good/Above average e. Very good

112. What is the level of security and safety? a. Very poor, b. Below average,



c. Average, d. Good/Above average, e. Very good

113. DoestheCampushaveanenvironmentalofficeroroffice?a. Yes b. No

114. Do have regular inclusive engagement of all stakeholders in decision making?a. Yes b. No

115. Please list any issues, Best Practices & recommendations for improving the campus’s management: ……………………………………………………….........………………………… ……………….................................................................................................................……………………..

6 Student Enrolment & Retention

116. What is the most important factor(s) that drives students/you to choose to study medical course?……………………………………………………………………………………………….

117. Doyoubelievethatsecondaryeducationpreparesenoughqualifiedstudentsfor entry into medical/nursing courses?


118. What proportion of students who apply and qualify actually get admitted? a. <10% b. 10-25% c. 26-35% d. 36-50% e. 51-75% f. >76%

119. What proportion of student population is from rural settings? ..........%120. Is there regional balance policy in student ENROLMENT?

a. Yes b. Noc. Don’t know

121. Is there a gender balance policy in student recruitment? (Include stakeholder key informant)

a. Yes



b. No c. Don’t know

122. Do you know of any student who was a victim of gender-based violence in the campus? (Include stakeholder key informant)


123. Is there any support available for victims of gender-based violence?a. Yesb. No

124. If yes, specify ………..……………………………………………………………………125. Is there a written student sexual harassment campus policy?


126. What are the sources of student academic funding?a. GOK sponsorship b. Selfc. Non Government Sponsorship d. Campus sponsorship

127. Do you think is there is a big problem of students dropping out of campus before completion? (Include stakeholder key informant)

a. Yes b. No c. Don’t know

128. If yes, what do you think is/are the reason(s)? (Circle all that apply) a. Low interested b. Campus fees c. Get marriedd. Get pregnante. Poor/bad coursef. Too much informationg. Toodifficultcourseh. Campus too fari. Strict rulesj. Other (Specify)……………………………………………………



129. Do you have a policy addressing students who have physical disability? a. Yes b. No

130. If Yes, describe interventions ……………………………………………………………………………… ……………….

131. Do you see any need to change ENROLMENT rules in view of the new constitution?


132. If yes, what should be changed ………………………………………………………..133. What are the main issues, Best Practices, & recommendations regarding

students in health training programs? ………………………………………………………………… …………….................................................................................…………………………………………………

7. Clinical Placement & Practice

134. Are you aware of clinical placement guidelines? a. Yes b. No

135. If yes, what is the level of conformity to clinical placement guidelines?a. Very low compliance b. Below average compliancec. Average complianced. Above average compliancee. Full compliance

136. IstheNursingOfficerI/Chavingpostbasictraining?a. Yes b. No c. Not sure

137. Inthetablebelow,indicatethetotalnumberofclinicalstaffatyourfacility,indicating how many are involved in clinical instruction/preceptorship of medical students, as well as the number of additional instructors needed in each category.



(FILL IN THE TABLE BELOW FOR EACH CATEGORY OF EDUCATOR)

CategoryofStaff Male Female Total No. Involved in clinical instruction

Additional need

General DoctorSpecialist physicianSpecialist Obs/GynSpecialist paediatricianSpecialist surgeonClinicalofficerGeneral nursingTrained midwifeOtherclinicalstaff(Specify)Total

138. Approx. what proportion of the clinical Instructors listed above have received training in pedagogy? (CIRCLE ONE)

a. Less than 10% b. 10% to 30% c. 30% to 50% d. >50%

139. Isthereasignificantshortageofclinicalinstructors?a. Yes b. No c. Not sure

140. What are the minimum requirements for becoming a clinical Instructor at your facility or service? (Circle ALL That Apply)

a. Certifiedclinicianb. A minimum no. of years of clinical experience c. A minimum amount of training in pedagogy d. I don’t know e. Others, Specify ……………..

141. What is the process for identifying and engaging trainers at clinical placement sites? ………………………………………………………………………………………… ……………………………………………………..............................................................………………

142. Whatofficialtermsareusedforthem?(Preceptor,instructor,mentor, supervisor)



143. Do they get any form of remuneration/incentives?a. Yes b. No c. Not sure

144. If yes, please describe…………………………………………………………………145. Doclinicalinstructorshavearegularizedin-servicetrainingprogram?

a. Yes b. No

146. Does the clinical placement facility get regular facility audit? a. Yes b. No

147. If yes, what is the regularity of audit (after how many years)? ………….........…148. Please state the date of the last audit (month/year) ………...............……......……

(Total months …….....................….)149. Who conducts the audit? Tick the one most accurate response:

a. The training campus alone b. Joint campus & facility management c. Facility managementd. Regulatory body independentlye. The Regulatory body jointly with the campus/facility management

150. Identify the types of agreements that are made between the campus and clinical facilities?

a. Contract b. MOUc. Verbal agreement………………………

151. Which of the following physical facilities are available in the clinical site?

Facility Availability (Tick where available)

No. of beds or service units(Quote statistic)

Medical wardSurgical wardMaternity ward/unitPediatric wardOperating theatreIntensive care unitBurns unitGynecology ward



ENT wardOphthalmology wardOrthopedic wardPsychiatric wardMortuary with cold storage facility ……(Units)

CSSDCasualty/outpatientMCH/FP departmentLaboratory dept.Pharmacy DeptReliable water supplyElectricityFunctional Generator backup systemLaundry departmentIncinerator/refuse disposalHospital maintenance dept.Serviceable AmbulanceOthers specify ……Total bed capacityAverage daily bed occupancy Average= Minimum=Average number of patients per dayments of clinical placement infrastructure that needs attention: ...ow 2. Low

Average= Minimum=

152. PleasegiveanaverageestimateoftheStaff:Studentratio:……….........153. PleasegiveanaverageestimateofStaff:PatientRatio:……….................154. Please give an average estimate of Student: Patient Ratio155. What is your opinion on the following aspects of the clinical practice facilities?

Clinical practice facilities Quantity0= No Opinion1= Not enough2=Enough/Adequate3= More than required/excess

Condition/Quality:0=Don’t Know/No Opinion1= Absent, 2= Needs improvement, 3=Good

Practical equipment and materialsStudent log books/record sheets



Number of clinical practice sites No. of students assigned to each health facilityNo. of preceptors or clinical supervisorsNumber/Variety of patients Safety/security 24 hours per dayOpportunities to practice under supervision Link between theory/classroom training and practice/health care deliveryInfection preventionSupervision of students/internsManagement of students/internsWelcome of students/internsStudent reportsStudent assessment

156. List other main issues, Best Practices, recommendation for improving Clinical placement training: ………………………………………………………………………………………………

8. Quality Assurance & Standards

157. When was the last accreditation visit made by the accrediting body? ………………….158. Are you aware of facility regulatory standards for medical training?


If yes please what is the level of compliance in general, and in following aspects?

Aspect of standard Compliance level1=Very poor; 2=Poor; 3=Average; 4=Good/Above average; 5=Very good/Full

QA in General

Physical infrastructure

Equipments and supplies

Staffing



159. Does the campus have written policies on quality assurance? 1. Yes 2. No3. Not sure

160. If yes, please describe ………………………………………………..161. If yes, what is the level of compliance?

a. Very low complianceb. Below average compliancec. Average complianced. Above average compliance e. Full compliance

9. Partnership, Exchange and Networking (PEN)

162. Does your campus have any partnerships or exchange programs with other campuses?


163. What types of PEN activities are common in your campus/program? (Write 0 if none) ………...................................................…………………………………………………………………

164. Number of exchange in last one year: Students = …………Faculty = …..........………165. Does the campus work with the local community and leadership?

a. Yes b. No

166. If yes, describe..............................................................................................................167. How would you rate the engagement of the campus in academic networks?

a. Nil b. One or two networks c. Several networks d. Many networks

168. List the main issues, Best practices & recommendations on PEN for the campus: …………………………………………………………………………………………...........………………….............. ………………………………………………………………………………………………………………….....…………



APPENDIX III: KMTC QA ASSESSMENT TOOL 2

Tool Code: ___|___|____|____|____


1. Nameofcampus…………...(Incaseofclinicalfacility)Whatisthetypeoffllthatapply)

2. Gender of respondent: a. Female b. Male

3. Age ………Yrs 4. Which course are you studying? ............................................ 5. Year of study …..6. Which year of study are you currently enrolled in? ......... (Enter 0 if not applicable)7. Classify your home setting:

a. Urbanb. Ruralc. Near to an urban area

4. Other (SPECIFY) .....

2. Infrastructure, Materials, Equipment & Supplies: Training school

50. Please rate the quantity, quality and frequency of use of the following infrastructure at your school?

Infrastructure category Quantity:0=Not available1=Very Inadequate, < 25% of requirement2=Inadequate, 25-49% of requirement3=50 of requirement4=51%-75% of requirement5=Adequate >75% requirementDK=Don’t Know



FacultyofficesStaffrooms

STUDENTS



AdministrativeofficesClassrooms/lecture roomsLibrariesStudents Study/meeting rooms Clinical laboratoriesSkills labs/demonstration roomsResearch labsMulti-purpose hallComputersUpdated Computers SoftwareInstitutional websiteInstitutional email Clinical practice sites Accommodation/DormitoriesCafeteriaSecurity, safety systems ElectricityBackup power generatorSolar PanelsSafe Drinking water Transportation to clinical sites Infrastructure in general

Enumerator to work out: Min score………Maximum score……..Mode…………Mean51. Do you own a personal computer or laptop?

a. Yesb. No

52. Please provide rating for each learning facility (add additional tables if needed). Rating guide:

0 = not able to assess/does not exist; 1=Very Poor; 2=Poor; 3=Average; 4=Good; 5=Very Good



Description of the Facilities Classrooms Skills Labs Library/LRC Computer Lab

Total NumbersDesksChairs TablesAudio visual equipment Other teaching aidsLightingVentilationSound systems or acousticsAccess to toilets & hand-washing facilitiesAccess to toilets & hand-washing facilities for PWDLocation, Accessibility (Physical)Accessibility (Operating time)Internet connectivity/access Water (available 24 hours per day)Anatomical models, simulators Diagnostic equipmentDelivery kitsSupplies such as gloves, syringes, needles and catheters, lab reagentsFullyqualifiedLibrarianandrelatedstaff:

1=Available 2=Not AvailableSpace for books and materialsStock of materials (quantity/variety/types)Quality of materials (condition, age)



Updated course textbooks Updated journals/periodicals/Reference

Electronic textbooks

Electronic journals or periodicalsComputer technician available to assist students and educatorsMax. No. of students per session/seating

Materials and equipment in general

8. Please list any Best Practices, issues and recommendations for improving Infrastructural, equipment and material learning resources: …................................................ .......................…………………………………………………………………………………………………………………… …………………..............................……………………………………………………………………………………..........

3. Curriculum


a. Very poorly b. Poorly/Below Av c. Average d. Well/Above average e. Very well):

10. How would you rate the training curriculum in preparing students in the settings below?

Training Category

Duration0=I don’t know, 1=Too short2=Sufficient,3=Toolong


Classroom/theoretical teaching



Skills lab/demonstration roomClinical practiceProvincial/referral hospital District hospital Outpatient clinicHealth centerMaternity ward/serviceEmergency ward/careCommunity service Overall (Include KII)


a. Fully irrelevant b. Mostly irrelevantc. Half/partial relevantd. Mostly relevant e. Fully relevant

12. Does your curriculum have a community-based approach? a. Yes b. No

13. Rate research opportunities for students? a. Nil/Very Poor b. Poor c. Average d. Good e. Very good

14. Do you have any twinning programs as part of your curriculum? a. Yes b. No

15. If yes, please describe ……………………………………………………………………………………............ ………………………………………………………………………………………………………


a. Yes



b. No c. Not sure

17. If yes, what are the most important constitutional considerations in reviewing the curriculum? ………………………………………………………………………………………………………………………………………………...........................................................................................................................…

18. List main Issues/Gaps, any Best Practice or recommendations for curriculum improvement: ………………………………………………………………………………………………………………………………………………………..........................................................................................................……

4. Faculty

Please state the following faculty statistics/information:19. Please rate the adequacy of classroom teachers: student ratio:

a. Not adequate b. Adequate c. Don’t Know/Not sure

20. Please rate the adequacy of clinical instructors: student ratio: a. Not adequate b. Adequate c. Don’t Know/Not sure

21. Please rate the use of ICT in teaching/training: a. Never, b. Rarely,c. Occasionally, d. Half the time, e. Most of the time, f. All the time

22. Do you believe there is gender related problems at your school, such as harassment, discrimination, violence, or lack of safety for female teachers or students?


23. How many cases of gender violence/harassment were reported in the campus in last 1 yr?

a. None b. 1or2 c. 3-5



d. 5-10 e. >10

24. Are you aware of a college policy on sexual harassment in your school? a. Yes b. No c. Not sure

25. Is there support for victims of gender-based violence? a. Yes b. No c. I don’t knowd. If yes, describe …………………………………………………………………………

26. Inthiscampusdoyoubelievethatbeingofthefemalegenderadverselyaffectstraining in the following?


Poor health

Low morale

1=Yes2=No3=Not sure

27. Howwouldyourate/describestaffturnoverinthecampus?a. Very low turnover b. Low turnover c. Average d. High turnover e. Very high turnover

28. Please list up to fivespecificknowledgeandskillsgapareas/topicsforwhichthefacultycouldbenefitfromadditionaltraining:

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

26. Please identify any issues, best practices and recommendations for faculty improvement ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

5. Management

29. Does the college have a funding system for needy students? a. Yes



b. No c. Not sure

30. What is the average annual student fee? …………………31. Please rate the quality of maintenances?

a. Very poorb. Below average c. Average d. Good/Above averagee. Very good

32. What is the level of security and safety? a. Very poor,b. Below average, c. Average, d. Good/Above average, e. Very good

33. DoestheSchoolhaveanenvironmentalofficeroroffice?a. Yes b. No

34. Do have regular inclusive engagement of all stakeholders in decision making? a. Yes b. No

35. Please list any, issues, Best Practices and recommendations for improving college management: …………………………………………...........................................……………..

6. Student Enrolment & Retention

36. What is the most important factor(s) that drives students/you to choose to study medical course? ……………………………………………………………………………………………….

37. Doyoubelievethatsecondaryeducationpreparesenoughqualifiedstudentsfor entry into medical/nursing schools? (Include stakeholder Key informant)


38. Do you know of any student who was a victim of gender-based violence in the school? (Include stakeholder key informant)

a. Yes b. No



c. Not sure39. Is there any support available for victims of gender-based violence?

a. Yes b. No

40. If yes, specify ………..……………………………………………………………………41. Is there a written student sexual harassment school policy?


42. What are the sources of student academic funding? a. GOK sponsorship b. Self c. Non Government Sponsorship d. School sponsorship

43. Do you think is there is a big problem of students dropping out of school before completion? (Include stakeholder key informant)

a. Yes b. No c. Don’t know

44. If yes, what do you think is/are the reason(s)? a. Low interested b. School fees c. Get marriedd. Get pregnant e. Poor/bad course f. Too much informationg. Toodifficultcourseh. School too far i. Strict rules j. Other (Specify)………………

45. Do you have a policy addressing students who have physical disability?a. 1)Yes b. 2)No

46. If Yes, describe interventions ………………………………………………………………………………….47. Do you see any need to change ENROLMENT rules in view of the new constitution?

a. Yes



b. No c. Not sure

48. If yes, what should be changed ………………………………………………………..49. What are the main issues, Best Practices, & recommendations regarding students in health training programs? …………………………………………………………………………………… ………….......................................................................................................………………………………………


50. Are you aware of clinical placement guidelines? a. Yes b. No

51. If yes, what is the level of conformity to clinical placement guidelines?a. Very low compliance b. Below average compliancec. Average complianced. Above average compliance e. Full compliance

52.Isthereasignificantshortageofclinicalinstructors?a. Yes b. No c. Not sure

53. Whatofficialtermsareusedforthem?(Preceptor,instructor,mentor,supervisor)54. PleasegiveanaverageestimateoftheStaff:Studentratio:………........55. PleasegiveanaverageestimateofStaff:PatientRatio:……………..........56. Please give an average estimate of Student: Patient Ratio …………....…57. What is your opinion on the following aspects of the clinical practice facilities?



Practical equipment and materialsStudent log books/record sheetsNumber of clinical practice sites



No. of students assigned to each health facilityNo. of preceptors or clinical supervisorsNumber/Variety of patients Safety/security 24 hours per dayOpportunities to practice under supervision Link between theory/classroom training and practice/health care deliveryInfection preventionSupervision of students/internsManagement of students/internsWelcome of students/internsStudent reportsStudent assessment

58. List other main issues, Best Practices, recommendation for improving Clinical placement training: ……………………………………………………………………………………………………




61. If yes please what is the level of compliance in following aspects?


Physical infrastructureEquipment and suppliesStaffing

62. Does the faculty have written policies on quality assurance? 1. Yes 2. No 3. Not sure

63. If yes, please describe ………………………………………………..



64. If yes, what is the level of compliance?1) Very low compliance, 2) below average compliance, 3) average compliance, 4) above average compliance, 5) Full compliance

9 Partnership, Exchange and Networking (PEN)

65. Does your campus have any partnerships or exchange programs with other colleges?


66. What type of PEN activities are common in your college/program? (Write 0 if none) ……………………………………………………………………………………………………………………

0) Nil, 2) One or two networks, 3) Several networks, 4) Many networks67. List the main issues, recommendations on PEN for the school: Include (KII) ……………

…………………………………………………………………………………………………………………………………..



APPENDIX IV: KMTC QA ASSESSMENT TOOL 3

Tool Code: ___|___|____|____|____


1. Campus………….……………………... 2. Faculty…………………………………………………………..Department………………………………………3. Pleasecategorizegeographicallocation:

1) Urban 2) Peri-urban 3) Rural 4) Others, specify…

4. Distance between school and main clinical placement facility: ………….Km (0 if in same place)

5. Gender of respondent:1) Female 2) Male

6. Age ………Yrs 7. Which of the following Roles/Responsibilities are relevant to you? (Tick all that apply): 8. Management

1) Class room teaching Basic Science 2) Class room teaching clinical Science 3) Clinical instruction in clinical facility 4) Admin support

9. Number of years served in current position …….., In previous academic post .......... Total ............

10. Whatisyourhighestacademicqualificationattained?1) Certificate2) Diploma 3) Bachelor’s Degree 4) Master’s Degree5) PhD6) Post Doctorate

11. Do you have formal training in pedagogy (medical education)? 1) Yes 2) No

12. If yes, classify the training as:

FACULTY



1) Shortcoursewithoutcertification2) Shortcoursewithcertification3) Formal/recognizedcoursewithcertificationfromregulatorybody

13. If yes, how many years since attending course? ................yrs14. What is the match between your professional education and current position?

1) Iamunderqualified.2) Iamappropriatelyqualified.3) Iamoverqualified.

15. What is/are the most important factor(s) in your choice of health profession? ............................................................................................................................................................................................................................................................................................................ school head)

16. When was the last facility audit conducted? (Month/year)…………………………… (Total months= ………..)

17. Please rate the quantity, quality and frequency of use of the following infrastructures at your school?

Infrastructure category Quantity:0=Not available1=Very Inadequate, < 25% of requirement2=Inadequate, 25-49% of requirement3=Average, 50% of requirement4=Adequate, 51%-75% of requirement5=Very Adequate >75% requirementDK=Don’t Know



FacultyofficesStaffroomsAdministrativeofficesClassrooms/lecture roomsLibrariesStudents Study/meeting rooms Clinical laboratoriesSkills labs/demonstration roomsResearch labs



Multi-purpose hallComputersUpdated Computers SoftwareInstitutional websiteInstitutional email Clinical practice sites Accommodation/DormitoriesCafeteriaSecurity, safety systems ElectricityBackup power generatorSolar PanelsSafe Drinking water Transportation to clinical sites Infrastructure in general

Enumerator to work out: Mean Score ……. Maximum ………Modal score …………Mean Score18. Do you have a personal computer or laptop?

1) Yes 2) No

19. Is there a written policy on maintenance and repair of equipment? 1) Yes 2) No 3) Not sure

20. Do you share any equipment/materials with other Campuses?1) Yes 2) No 3) Not sure

21. If yes describe resources shared: …………………………………………………............………..........22. Please provide rating for each learning facility (add additional tables if needed).

Rating guide: 0 = not able to assess/does not exist; 1=Very Poor; 2=Poor; 3=Average; 4=Good; 5=Very Good



Description of the Facilities Classrooms Skills Labs Library/LRC

Computer Lab

Total NumbersDesks, Chairs/stoolsTablesAudio visual equipment Other teaching aidsLightingVentilationSound systems or acousticsAccess to toilets & hand-washing facilitiesLocation, Accessibility (Physical)Accessibility (Operating time)Internet connectivity/access Water (available 24 hours per day)Anatomical models, simulatorsDiagnostic equipmentDelivery kitsSupplies such as gloves, syringes, needles and catheters, lab reagentsFullyqualifiedLibrarianandrelatedstaffavailabletosupportSpace for books and materialsStock of materials (quantity/variety/types)Quality of materials (condition, age)Updated course textbooks Updated journals/periodicals/ReferenceElectronic textbooksElectronic journals or periodicalsComputer technician available to assist students and educatorsLaboratory assistant available to assist students and educators



Max. No. of students per session/seating

Materials and equipment in general

23. Please list any Best Practices, issues, Recommendations for improving in use of Infrastructure, materials/Equipment …………………………………………………………………… …………………………………….....................................................................................................…………

2. Curriculum


1) Very poorly 2) Poorly/Below Average3) Average 4) Well/Above average 5) Very well

25. Please rate stakeholder involvement in the school’s curriculum review process: 1) None2) Very low 3) Below average 4) Average5) Above average6) Very high/fully involved

26. Does the Faculty have written curriculum review guidelines?1) Yes 2) No 3) I don’t know

27. Whatistheofficialwrittenfrequencyofcurriculumreview?Afterevery………………..28. When was your curriculum last reviewed? (month/year)……………………. (No. of

months ………)29. To what level are clinical preceptor/supervisors at clinical placement sites involved

in joint assessment and evaluation of teaching/training program and curriculum review process?

1) Not at all2) Very limited



3) Limited/Below average4) Average/half the time5) Above average, more often than not 6) Full involvement 7) Not sure


Training Category

Duration0=I don’t know, 1=Too short2=Sufficient,3=Toolong


Classroom/theoretical teachingSkills lab/demonstration roomClinical practiceProvincial/referral hospital District hospital Outpatient clinicHealth centerMaternity ward/serviceEmergency ward/careCommunity service Overall (Include KII)


1) Totally irrelevant2) Mostly irrelevant3) Average relevant4) Mostly relevant 5) Fully relevant

32. Does your curriculum have a community-based approach? 1) Yes 2) No 3) Not sure

33. Please rate the level to which the curriculum prepares learners to work in the



following areas:

Area of work

Level of preparation0=I don’t know, 1=poorly, 2=Somewhat prepared, 3=Well prepared

At all levels of health services (primary-tertiary)At a hospital At a primary care clinicIn an outpatient ward or clinicIn a maternity ward or clinicIn an emergency ward or clinicIn health services management or administrationIn the community/outreachIn responding to the health needs of local populationsAs a team with other health professionals

34. Do you have part time courses? (Weekends, evenings, etc.)? 1) Yes 2) No 3) Not sure

35. Do you have Distance/e-learning programs? 1) Yes 2) No 3) Not sure

36. Rate research opportunities for students? 1) Nil/Very Poor 2) Poor 3) Average 4) Good 5) Very good

37. Do you have any twinning programs as part of your curriculum? 1) Yes 2) No

38. If yes, please describe ……………………………………………………………………………..........……… ……………………………………………………………………………………………………………………...........…



Does your curriculum include a mentoring program? 1) Yes 2) No 3) Not sure

39. Do you collaborate with other schools on training curriculum? 1) Yes 2) No 3) Not sure

40. Explain response: ………………………………………………………………………………………………….... .....................................................................................................................................................................


1) Yes 2) No 3) Not sure

42. If yes, what are the most important constitutional considerations in reviewing the curriculum? …………………………………………………………………………………………………………… ………………………………....................................................................................................................……

43. List main Issues/Gaps, any Best Practice or recommendations for curriculum improvement: ………………………………………………………………………………………………………… ……………………………………....................................................................................................……………

3. Faculty

Please state the following faculty statistics/information:

44. Please rate the adequacy of classroom teachers: student ratio: 1) Not adequate 2) Adequate 3) Don’t Know/Not sure

45. Please rate the adequacy of clinical instructors: student ratio: 1) Not adequate 2) Adequate 3) Don’t Know/Not sure

46. Please rate the use of ICT in teaching/training: 1) Never2) Rarely3) Occasionally



4) Half the time5) Most of the time 6) All the time

47. Does the institution have a policy for balanced recruitment of both male and female educators on a 50% by 50% basis?

1) Yes 2) No 3) I don’t know

48. Does your school have a policy or procedure that supports pregnant educators, or educators with young children, and generally encourage female retention?


49. If yes, describe ……………………………………………………………………………….50. Do you believe there is gender related problems at your school, such as

harassment, discrimination, violence, or lack of safety for female teachers or students?


51. How many cases of gender violence/harassment were reported in the school in last 1 yr?

1) None 2) 1or2 3) 3-5 4) 5-10 5) >10

52. Does school have written policy on sexual harassment of teachers? 1) Yes 2) No 3) Not sure

53. Is there support for victims of gender-based violence? 1) Yes 2) No 3) I don’t know

54. If yes, describe …………………………………………………………………………



55. Inthisschooldoyoubelievethatbeingofthefemalegenderadverselyaffectstraining in the following?


Poor health Low morale

1=Yes2=No3=Not sure

56. Is it mandatory for faculty to participate in regular CPD? 1) Yes 2) No 3) I don’t know

57. How would you rate the regular participation of faculty in CPD? 1) Very low/poor 2) Low/poor 3) Average 4) Good 5) Very regular/high

58. IstherearegularizedCPDprogramforteachers/instructors?1) Yes 2) No 3) I don’t know

59. Please rate the available research opportunities for your faculty?1) Very few/limited2) Limited3) Average4) Above average 5) Very high/plenty

60. Do you have dedicated research budget vote? 1) Yes 2) No 3) I don’t know

61. If yes please give an estimate of the value in Ksh. ………………………….62. Howwouldyourate/describestaffturnoverintheschool?

1) Very low turnover 2) Low turnover



3) Average 4) High turnover 5) Very high turnover

63. Those who leave early do so within what period? 1) 1-2 yr 2) 4 yrs 3) 5-6 yrs 4) 7+ yrs

64. What are the main causes of faculty leaving prematurely? ……………………………………… …………….....................................................................................................................................................

65. Do you have a formal faculty retention strategy? 1) Yes 2) No 3) Not sure

66. If yes, please describe ……………………………………………………………67. Do you have a career pathway for faculty?


68. If yes, please describe …………………………………………………..69. Do you have tenure of faculty?


70. If yes, explain....................................................................................71. Do you have a formal program for identifying promising students and encourage

them to become faculty? 1) Yes 2) No 3) Not sure

72. If yes, please describe …………………………………………………………………………….73. What percentage of faculty was recruited from Graduates in the last one year?

..................%74. Rate the experiences sharing between classroom teachers and clinical instructors?

1) Nil 2) Very limited



3) Below average4) Average5) Above average 6) Very frequent/high

75. Isthereasignificantadvantageinhiringparttimelecturers?1) Yes 2) No 3) Not sure

76. Do you hire part time lecturers as part of your faculty? 1) Yes 2) No

77. What are the important issues in engaging part time faculty? …..................................... .....................................................................................................................................................................

78. How do faculty/teacher salaries compare with clinical practice salaries?1) Much lower2) Slightly lower3) The same4) Slightly higher5) Much higher6) Not sure

79. Does faculty have opportunities to supplement their academic salary? 1) Yes 2) No

80. What is the level of faculty engagement in community level work?1) Nil, 2) Very low, 3) Low, 4) Average, 5) High, 6) Very high/frequent 7) Not sure

81. Which performance evaluation tools are used in the school? …………………………………… …………………………………………………………………………………………………………….............................…

82. Please list up to fivespecificknowledgeandskillsgapareas/topicsforwhichthe facultycouldbenefitfromadditionaltraining:

…………………………………………………………………………………………………………………………………………..............................................................................................................................................…………



83. Please identify any issues, best practices and recommendations for faculty improvement ………………………………………………………………………………………………………………………………....................................................................................................................................................…

3. Management

84. Whatistheproportionoffemalestaffintheschool’smanagementsystem?1) Less than one third 2) 1/3rd to Half 3) >Half to 2/3rd 4) > 2/3rd

85. Does your institution have a strategic plan? 1) Yes 2) No 3) Not sure

86. If yes, when was the strategic plan last updated? .....................(month-year)87. Doallyourstaffshaveajobdescription?


88. If yes what is the level of compliance?1) Very low, 2) Below average,3) Average, 4) High/above average,5) Very high/fully 6) Not sure

89. Doesyourinstitutionhaveafinancialmanagementplan?1) Yes 2) No 3) Not sure

90. What kind of evaluation systems do you have for your training programs? 1) Fully internal 2) Mostly internal with occasional external 3) Equal internal & external 4) Mostly external with some internal 5) Entirely external

91. Please rate the following elements of quality standards in medical education:



Areas of educational standards Score on Performance1. Very poor; 2. Poor below average; 3. Average; 4. Good above average; 5. Very good

Institutional mission, objectives (Responsiveness to current priority needs)

Educational program (Course Content & Delivery)Student selection and support incl. Counseling

Student assessment

Staffrecruitmentandsupport

Educational resources, including Librarian

ICT technician support

CPD for faculty

Program evaluation

Governance, administration

Continuous renewal

Aggregated score A) Lowest …..............B) Highest C) Average….............

92. Do you have a formal system of engaging alumni? 1) Yes 2) No

93. If yes, please describe ………………………………………………………..94. Doestheschoolhaveanofficerspecificallyinchargeofinfrastructure?

1) Yes 2) No

95. Do you have automated database for tracking student grades?1) Yes 2) No 3) Not sure


96. What is the level of compliance in student ENROLMENT to regulatory standards?1) Under-ENROLMENT, 2) Appropriate ENROLMENT, 3) Over-ENROLMENT

97. Do you have a strategy for increasing student ENROLMENT? 1) Yes 2) No 3) Not sure

98. If yes, describe ............................................................................................99. Do you have a structured systems supporting recruitment of faculty?


100. If yes, describe ............................................................................................101. Areyouawareofstandardsforadministrativestafftostudentratio!?

1) Yes 2) No

102. If yes, what is the level of conformity to those standards?1) Very low compliance 2) Below average compliance 3) Average compliance4) Above average compliance 5) Full compliance 6) Not sure

103. Please rate the level of partnerships with other institutions:1) None, 2) With 1 or 2 3) With several

104. Apartfromtheclinicalsitesdirectlyownedoraffiliatedwithyourinstitution,do you have a formal relationship with other clinical sites?

1) Yes 2) No

105. If yes, describe the relationship …………………………………………………..106. Does the school have a funding system for needy students?




107. If yes, describe including No. supported in last one year................................................. ………………………………………………………………………………………………………………………………

108. Please rate the quality of maintenances?1) Very poor2) Below average3) Average4) Good/Above average5) Very good

109. What is the level of security and safety? 1) Very poor 2) Below average 3) Average 4) Good/Above average5) Very good

110. DoestheSchoolhaveanenvironmentalofficeroroffice?1) Yes 2) No 3) Not sure

111. Do have regular inclusive engagement of all stakeholders in decision making? 1) Yes 2) No

112. Please list any issues, Best Practices & recommendations for improving the school’s management: ………………………………………………………..…….

5 Student Enrolment & Retention

113. What is the most important factor(s) that drives students to choose to study this medical course? (Include stakeholder Key informant) ………………………………………… ……………………………………………………..............................................................................................

114. Doyoubelievethatsecondaryeducationpreparesenoughqualifiedstudentsfor entry into medical course?(Include stakeholder Key informant)


115. What proportion of students who apply and qualify actually get admitted? 1) <10% 2) 10-25% 3) 26-35%



4) 36-50% 5) 51-75% 6) >76%

116. What proportion of student population is from rural settings? ..................%117. Is there regional balance policy in student recruitment? (Include stakeholder key

informant) 1) Yes 2) No 3) Don’t know

118. Is there a gender balance policy in student recruitment? (Include stakeholder key informant)

1) Yes 2) No 3) Don’t know

119. Do you know of any student who was a victim of gender-based violence in the school? (Include stakeholder key informant)


120. Is there any support available for victims of gender-based violence? 1) Yes 2) No 3) Not sure

121. If yes, specify ………..……………………………………………………………………122. Is there a written student sexual harassment school policy?


123. What are the sources of student academic funding? 1) GOK sponsorship 2) Self3) Non Government Sponsorship 4) School sponsorship

124. Do you think there is a problem of students dropping out of school before completion? (Include stakeholder key informant)

1) Yes



2) No 3) Don’t know

125. If yes, what do you think is/are the reason(s)? (Circle all that apply) (Include stakeholder KII)

1) Low interested 2) School fees3) Get married 4) Get pregnant 5) Poor/bad course6) Too much information7) Toodifficultcourse8) School too far9) Strict rules10) Other (Specify)……………………………………………………

126. Do you have a policy addressing students who have physical disability? 1) Yes 2) No

127. If Yes, describe interventions ………………………………………………………………………………… ……………..................................................................................................................................................

128. Do you see any need to change ENROLMENT rules in view of the new constitution?


129. If yes, what should be changed ………………………………………………………..130. What are the main issues, Best Practices, & recommendations regarding

students in health training programs? ………………………………………………………………… …………………………………………………………...........................................................................…………









134. Does the faculty have written policies on quality assurance? 1) Yes 2) No 3) Not sure


1) Very low compliance2) Below average compliance3) Average compliance4) Above average compliance5) Full compliance


137. Does your faculty have any partnerships or exchange programs with other schools?


138. What type of PEN activities are common in your school/program? (Write 0 if none) ………………………………………………………………………………………………………………………………

139. Number of exchange in last one year: students = …………faculty = …………140. Does the school work with the local community and leadership?

1) Yes 2) No

141. If yes, describe..............................................................................................................



142. How would you rate the engagement of the school in academic networks?1) Nil, 2) One or two networks 3) Several networks 4) Many networks

143. List the main issues, Best practices & recommendations on PEN for the school: Include (KII) …………………………………………………………………………………………………………….



APPENDIX V: KMTC QA ASSESSMENT TOOL 4

Tool Code: ___|___|____|____|____

1 General Information

1. Name of institution ……………………... Ownership 1) Public 2) FBO 3) Private

2. (In case of clinical facility) What is the type of facility? (circle all that apply)1) National/ regional referral 2) District hospital 3) H/center 4) Others, Specify …

3. Pleasecategorizegeographicallocation:1) Urban2) Peri-urban 3) Rural 4) Others, specify…

4. Distance between campus and main clinical placement facility: ………….Km (0 if in same place)

5. Gender of respondent: 1) Female 2) Male

6. 6. Age ………Yrs 7. Which of the following Roles/Responsibilities are relevant to you? (Tick all that apply):

1) Facility Head 2) Class room teaching Basic Science 3) Class room teaching clinical Science 4) Clinical instruction in clinical facility 5) Admin support

9. Number of years served in current position …….., In previous post .......... Total ............10. Whatisyourhighestacademicqualificationattained?

1) Certificate2) Diploma

Clinical Supervisor



3) Bachelor’s Degree 4) Master’s Degree 5) PhD 6) Post Doctorate

11. Do you have formal training in medical education? 1) Yes 2) No

12. If yes, classify the training as: 1) Shortcoursewithoutcertification2) Shortcoursewithcertification3) Formal/recognizedcoursewithcertificationfromregulatorybody

13. If yes, how many years since attending course? ................yrs14. What is the match between your professional education and current position?

1) Iamunderqualified.2) Iamappropriatelyqualified.3) Iamoverqualified.

15. What is/are the most important factor(s) in your choice of profession? ....................................................................................................................................................... Infrastructure, Materials, Equipment & Supplies: Training school

16. When was the last facility audit conducted? (Month/year)…………………………… (Total months= ………..)

17. Do you own a personal computer or laptop? 1) Yes 2) No

2. Curriculum


1) Very poorly 2) Poorly/Below Av 3) Average 4) Well/Above average 5) Very well

19. To what level are clinical preceptor/supervisors at clinical placement sites involved in joint assessment and evaluation of teaching/training program and curriculum review process?

0) Not at all,



1) Very limited, 2) Limited/Below average, 3) Average/half the time, 4) Above average, more often than not 5) Full involvement


Training Category Duration0=I don’t know, 1=Too short2=Sufficient,3=Toolong


Clinical practice sites in general

Provincial/referral hospital District hospital

Outpatient clinic

Health centreMaternity ward/serviceEmergency ward/careCommunity service Overall

21. Rate the level to which the curriculum address relevant health issues & desired competencies:

1) Fully irrelevant,2) Mostly irrelevant, 3) Half/partial relevant, 4) Mostly relevant, 5) Fully relevant

22. Does your curriculum have a community-based approach? 1) Yes 2) No

23. Please rate the level to which the curriculum prepares learners to work in the following areas:



Area of work Level of preparation0=I don’t know, 1=poorly, 2=Somewhat prepared, 3=Well prepared

At all levels of health services (primary-tertiary)At a hospital At a primary care clinicIn an outpatient ward or clinic

In a maternity ward or clinic

In an emergency ward or clinic

In health services management or administrationIn the community/outreachIn responding to the health needs of local populationsAs a team with other health professionals

24. List main Issues/Gaps, any Best Practice or recommendations for curriculum improvement: ………………………………………………………………………………………………………………………………………………….................................................................................................................…………

3. Faculty

25. Doyoubelievethatbeingofthefemalegenderadverselyaffectstraininginthefollowing?


Poor health

Low morale

1=Yes2=No3=Not sure

26. Please list up to fivespecificknowledgeandskillsgapareas/topicsforwhichthepreceptorscouldbenefitfromadditionaltraining:…………………………………………………………………………………………………………………………………………… ……………………………………………………............................................................................................................…27. Please identify any issues, best practices and recommendations for preceptors improvement ……………………………………………………………………………………………………………………

4. Management

28. Please list any issues, Best Practices & recommendations for improving the college’s



management: ………………………………………………………..…………………………………………………………… .....................................................................................................................................…………………………………..

5. Student Enrolment & Retention

29. What is the most important factor(s) that drives you to choose to study medical course? (Include stakeholder Key informant) ……………………………………………………………… …………………………….................................................................................................................................….

30.Doyoubelievethatsecondaryeducationpreparesenoughqualifiedstudentsforentry into medical/nursing colleges? (Include stakeholder Key informant)

1) Yes 2) No3) Not sure


31. Are you aware of clinical placement guidelines? 1) Yes 2) No

32. If yes, what is the level of conformity to clinical placement guidelines?1) Very low compliance, 2) Below average compliance, 3) Average compliance, 4) Above average compliance, 5) Full compliance

33.IstheOfficerI/Chavingpostbasictraining?1) Yes 2) No 3) Not sure

34.Inthetablebelow,indicatetheClinicalstaffstatisticsattheclinicalplacementfacility.

CategoryofStaff Male Female Total No. involved in clinical instruction

Additional need

General DoctorSpecialist physicianSpecialist Obs/GynSpecialist paediatricianSpecialist surgeonClinicalofficerGeneral nursing



Trained midwifeOtherclinicalstaff(Specify)Medical Laboratory Technologist/ScientistMedical Engineer/ TechnologistMedical Imaging Technologist/ScientistPharmaceutical Technologist/Pharmacist NutritionistPublicHealthOfficerHealthRecordsOfficerOrthopaedic & Trauma SpecialistOccupational Therapist SpecialistDentistTotal

35. Approx. what proportion of the clinical Instructors listed above have received training

in Medical Education? (CIRCLE ONE)1) Less than 10% 2) 10% to 30% 3) 30% to 50% 4) >50%

36.Isthereasignificantshortageofclinicalinstructors?1) Yes 2) No 3) Not sure

37. What are the minimum requirements for becoming a clinical Instructor at your facility or service? (Circle ALL That Apply) 1) Certifiedclinician2) A minimum no. of years of clinical experience 3) A minimum amount of training in pedagogy 4) I don’t know 5) Others, Specify ……………..

38. What is the process for identifying and engaging trainers at clinical placement sites? ……………………………………………………………………………………………………………………………………



39.Whatofficialtermsareusedforthem?(Preceptor,instructor,mentor,supervisor)40. Do they get any form of remuneration/incentives?


41. If yes, please describe…………………………………………………………………42.Doclinicalinstructorshavearegularizedin-servicetrainingprogram?

1) Yes 2) No

43. Does the clinical placement facility get regular facility audit? 1) Yes 2) No

44. If yes, what is the regularity of audit (after how many years)? …………...............…45. Please state the date of the last audit (month/year) ………………… (Total months

……............….)46. Who conducts the audit? Tick the one most accurate response:

1) The training college alone 2) Joint college & facility management 3) Facility management4) Regulatory body independently5) The Regulatory body jointly with the college/facility management

47. Identify the types of agreements that are made between the college and clinical facilities? 1) Contract, 2) MOU, 3) Verbal agreement………………………

48. Which of the following physical facilities are available in the clinical site?

Facility Availability (Tick where available)

No. of beds or service units(Quote statistic)

Medical wardSurgical wardMaternity ward/unitPediatric wardOperating theatreIntensive care unit



Burns unitGynecology wardENT wardOphthalmology wardOrthopedic wardPsychiatric wardMortuary with cold storage facility

(Units)

CSSDCasualty/outpatientMCH/FP departmentLaboratory dept.Pharmacy Dept.Reliable water supplyElectricityFunctional Generator backup systemLaundry departmentIncinerator/refuse disposalHospital maintenance dept.Serviceable AmbulanceOthers specify……Total bed capacityAverage daily bed occupancy Average= Minimum=

Average number of patients per dayments of clinical placement infrastructure that needs attention: ...ow 2. Low

Average= Minimum=

49.PleasegiveanaverageestimateoftheStaff:Studentratio:……….......50.PleasegiveanaverageestimateofStaff:PatientRatio:………...............51. Please give an average estimate of Student: Patient Ratio52. What is your opinion on the following aspects of the clinical practice facilities?





Practical equipment and materialsStudent log books/record sheetsNumber of clinical practice sites No. of students assigned to each health facilityNo. of preceptors or clinical supervisorsNumber/Variety of patients Safety/security 24 hours per day

Opportunities to practice under supervision

Link between theory/classroom training and practice/health care deliveryInfection preventionSupervision of students/internsManagement of students/internsWelcome of students/internsStudent reportsStudent assessment

53. List other main issues, Best Practices, recommendation for improving Clinical placement training: ………………………………………………………………………………………………………………………………………………………………………………………………When was the last accreditation visit made by the accrediting body? ………………….

54. Are you aware of facility regulatory standards for medical training? 1) Yes 2) No 3) Not sure






56. Does the facility have written policies on quality assurance? 1) Yes 2) No 3) Not sure


1) Very low compliance2) Below average compliance3) Average compliance4) Above average compliance5) Full compliance


59. Does your facility have any partnerships or exchange programs with other institutions?


60. What type of PEN activities are common in your institution? (Write 0 if none)…………………………………………………………………………………………………………………………………………61. How would you rate the engagement of the institution in academic networks?

1) Nil, 2) One or two networks, 3) Several networks, 4) Many networks

62. List the main issues, Best Practices & recommendations on PEN for the college: …… …………………………………………………………………………………………………………………………………….



APPENDIX VI : LIST OF PARTICIPANTS

S/No Name Designation Station1. Mr. Peter K. Tum Director KMTC

2. Mrs. Nancy Michire Deputy Director Academics KMTC, HQ

3. Mr. John Anyira Deputy Director, Finance & Administration KMTC, HQ

4. Dr. Lucy Waweru Registrar Academics KMTC, HQ

5. Mr. Gordon Agalo D/Registrar (QA, QMS and Exams) Nairobi Campus

6. Mr. Peter Kariuki HOD, Laboratory Sciences Nairobi Campus

7. Mr. Daniel Kangutu HOD, Physiotherapy Nairobi Campus

8. Mr. Bernard Kamuti Principal Machakos Campus

9. Mr. David Okach Principal Lake Victoria Campus

10. Florence A. Hawa Principal PortReitzCampus

11. Mr. Jeremiah Sakuda Exam Secretariat KMTC, HQ

12. Mr. Bernard Kariuki Exam Secretariat KMTC, HQ

13. Mr. Isaac Cheptiony

Departmental Examination Officer Nairobi Campus

14. Ms. Salome Mwangi ProgramOfficer USAID|FUNZOKenya

Project

15. Mr. David Maingi Assistant Director Regulatory Systems

USAID|FUNZOKenya Project

16. Mr. Isaac Munene Senior Manager Systems Strengthening

USAID|FUNZOKenya Project

17. Ms. Charity Ngugi Personal Secretary KMTC, HQ


Kenya Medical Training College,

P.O Box 30195- 00100

Nairobi, Kenya

Phone (254) – 020-2725711/2/3/4

Fax (254) – 020-2722907

Email: [email protected]

Website: www.kmtc.ac.ke

This publication is made possible by the generous contribution of the American people through the United States Agency for InternationalDevelopment (USAID). The contents are the responsibility of Kenya Medical Training College (KMTC) and do not necessarily reflect the views of

USAID or the United States Government.

Documents

KMTC Quality Assurance Guidelines 2016