Blog Summary
Texila American University Zambia’s MBChB program is shaping future healthcare leaders through a dynamic blend of theory, hands-on learning, and mentorship. Second-year medical student Gloria Simukonde shares her experience with engaging lectures, active recall, group discussions, and confidence-building presentations. The university’s focus on professional grooming, real cadaver dissections, and rigorous assessments like OSPE and VIVA equips students with practical skills. Surprise quizzes, leadership guidance, and growth opportunities foster resilience, adaptability, and innovation. TAUZ’s supportive environment empowers students to lead with confidence and transform the future of healthcare.
By Gloria Sankananji Simukonde is a 2nd year medical student with a passion for leadership and healthcare innovation.
Embarking on a journey is one thing, but getting there is another. The medical journey is not just stressful but long too, one ought to have a reservoir of endurance and extreme patience to make it to the end. To lessen the load, a number of factors should be considered, one of which being your environment of choice. The environment in which you decide to take up this sacrificial journey has a great influence on the quality of your outcome, this is where your institution of choice comes in.
Teaching Methods
Lecture Experience
Looking at how the information is delivered to the students, one can tell that the aim is not only for them to pass an exam but to know the content thereof. Below are some practical examples based on personal experience.
- Group Discussions – For more interaction and engagement, students are given time in between or after a lecture to engage in short discussions and later on present their findings to the entire class. This ensures the involvement of every student present, as everyone is required to participate
- Physical Illustrations – Away from the already scheduled laboratory time, when need be, lecturers distribute models across the class for a more practical experience even as they lay out the theory aspect of it. One of my lecturers often said, “It is very unlikely for you to forget what you have seen and handled.” The truth in this statement cannot be overemphasized.
- Encouragement – I am a beneficiary of the positive energy that is always conveyed by the lecturers. I thought Gross Anatomy was hard until I met Mrs. Syamuleya. It was rare that she would end a lecture without telling us how easy and interesting Gross Anatomy was. Her words became my daily meditation and that changed my thought pattern, I did not think failure anymore, and that mindset spread to the other courses, making my learning experience more enjoyable.
- Active Recall – Some lecturers go the extra mile by solving questions with us after a lecture, applying the theory learnt by relating it to a clinical set up. Analyzing a clinical scenario with a lecturer opens up the minds of students, I can attest to that.
Presentations
- Confidence Buildup – Presentations begin as early as year 1, this builds up students’ confidence to be able to stand in front of a group of people and explain a principle. Having presentations at least twice every semester gets rid of anxiety and any form of timidity. This acquired or enhanced level of confidence becomes an asset to the students in other areas of life, and also prepares them for the clinical setup that requires one to be confident and emotionally strong.
- Professional Dress Code – Students are graded for their dressing, hence instilling a certain level of responsibility as far as dress code is concerned. Medicine is a noble field, and practitioners are expected to uphold a polished and professional appearance that earns patients’ trust and confidence.
Hands-On Learning
A good illustration of hands-on learning is the dissection room experience. Students are placed in groups and allocated a cadaver that they ought to dissect and learn on. Indeed, it is unlikely for you to forget what you have seen and handled. Below are some of the benefits of hands-on learning:
- Enhances memory and understanding
- Develops clinical skills such as surgery and examination
- Boosts confidence in performing procedures
- Provides an opportunity to apply theoretical knowledge to real life scenarios, gaining practical experience before interacting with living patients.
Assessment Method
Theory Exam: Theory exams are conducted on computers in the computer lab. This allows for easy detection and prevention of malpractice, as cheating in medical school poses a significant risk to public health and safety.
OSPE Exam: This kind of examination assesses a student’s ability to analyze a clinical scenario and write down the expected solution using the knowledge that they have acquired. On the other hand, the Gross Anatomy OSPE exam takes place in the dissection room, using real cadavers. Coursing a tagged nerve makes it easier to identify.
VIVA Exam: One on one interaction with the examiner. This form of examination evaluates students’ thought processes and allows them demonstrate their ability to articulate their medical knowledge and ideas. I believe it also develops clinical skills like patient interaction. Away from medicine, it builds one’s confidence in case of a job interview along the way.
Developing Leaders in Healthcare
Surprise Quizzes: Surprise assessments may be challenging, but they foster resilience and preparedness in future healthcare leaders. Leaders often face challenges that push them out of their comfort zone, demanding quick yet thoughtful decision-making. In other words, effective leadership requires adaptability and requires one to be able to think critically under pressure. Quizzes might be school based, but they cultivate alertness, which is a vital trait for healthcare leaders who must respond promptly and effectively.
Guidance and Opportunities
- From Lecturers – Allow me give a few examples for a better understanding. Dr. Rajesh, after one of his lectures, gave us a brief career talk, highlighting certain skills to enhance our medical degrees. He offered to help every student that was willing to implement his advice at any point. Another example would be Mrs. Syamuleya who encouraged us to participate in research ventures, offering to guide whoever was interested, as it would be of great advantage to us. All the advice broadened our perspectives, emphasizing the importance of versatility in leadership.
- From Management – A good example would be the opportunity that I was given to write this article. By pursuing writing alongside medicine, I am developing skills that can enhance my leadership potential. I believe that it is all about perspective, recognizing the opportunities that surround us and taking proactive steps to pursue them.
Conclusion
In a nutshell, this article shows how Texila American University Zambia, helps students become great healthcare leaders. By teaching them important skills, encouraging creativity, and preparing them for the real-world challenges, the university sets them up for success. This approach helps students become well rounded leaders who can drive positive transformation in healthcare. While this article reflects my personal experience, I believe many students have similar stories, and some may have even more remarkable ones.
