Department/Unit: Community Based Education Research and Service (COBERS) Program
Qualifications: M.Ed (PHC), University of Manchester, 1997 Ph.D (Higher Education and Administration), 2018
PhD Institution: Uganda Management Institute
PhD dissertation title: Community-Based Education and Equitable Delivery of Health Services in Uganda: A Case of Mbarara University of Science and Technology Model
Current research interests and projects: Health Disparity, Rural Health, Higher Education Management, Sexual Reproductive Health, Health Systems Management, Indigenous Knowledge
Selected publication 1: 2018 Adolescents’ Sexual Wellbeing in Southwestern Uganda: A Cross-Sectional Assessment of Body Image, Self-Esteem and Gender Equitable Norms. International journal of environmental research and public health, 15(2), 372.
Selected publication 2: November 2016 Multidisciplinary leadership training for undergraduate health science students may improve Ugandan healthcare. African Journal of Health Professions Education, [S.l.], v. 8, n. 2, p. 184 - 188, sep. 2016. ISSN 2078-5127. Available at: . Date accessed: 01 Nov. 2016.
Selected publication 3: November 2013 Enhancing health service delivery through a University – Local Government partnership model, issues and experiences from Uganda, Commonwealth journal of local governance, issue 13/14 November 2013 http://epress.lib.uts.edu.au/ojs/index.php/c/g
Selected publication 4: Gad Ruzaaza Davis Malowa, and Maude Mugisha (2013) Is Performance Management measurement a panacea for effective Accountability and Transparency in public service delivery in a developing country? Insights from Uganda: African Journal of Governance and Development
Selected publication 5: Lynn M. Atuyambe1, Rhona K. Baingana, Simon P. S. Kibira, Anne Katahoire, Elialilia Okello, David K. Mafigiri, Florence Ayebare, Henry Oboke, Christine Acio, Kintu Muggaga, Scovia Mbalinda, Ruth Nabaggala, Gad Ruzaaza, Wilfred Arubaku, Samantha Mary, Peter Akera, James K. Tumwine, David H. Peters and Nelson K. Sewankambo (2016) Undergraduate students’ contributions to health service delivery through community based education: education: A qualitative study by the MESAU Consortium in Uganda, BMC Medical Education 16:123 DOI 10.1186/s12909-016-0626-0
Selected publication 6: Okello, E. S., Nankumbi, J., Ndaruhutse, G.R., Bakengesa, E., Gumikiriza, J., Arubaku, W., Acio, C., Samantha, M. & Matte, M. (2015) Gaps and gains from engaging districts stakeholders for community-based health professions education in Uganda: a qualitative study, Perspect Med Educ, DOI 10.1007/s40037-015-0228-2
Selected publication 7: 2011 Can Volunteer Community Health Workers Decrease Child Morbidity and Mortality in Southwestern Uganda? An Impact Evaluation. PLoS ONE 6(12): e27997. doi:10.1371/journal.pone.0027997
Selected publication 8: March, 2010 Infant and Young Child Nutrition in Northern Uganda: Informing the Design of a Behavioral Change Communication Strategy in a Community – based Nutrition Program, Kitgum and Pader districts (Published Report)
Selected publication 9: ‘Students’ experiences in a Community Based Medical Education placement – the case of Mbarara University of Science and Technology – Uganda’ (Poster presentation) at the Network – TUFH, the Network News letter, 2006
Selected publication 10: HIV / AIDS and Primary Health Care: Issues and Experiences from Africa, Journal of Education for Development, University of Manchester, School of Education, 2000
Capstone assignment title: Reflecting on the need for doctoral studies in Africa: what will it take?
Capstone assignment abstract: Abstract The role of Universities in the transformation of communities and society continues to evolve since the early Universities of Bologna, Paris, Salemo, Oxford and Cambridge. Universities are expected to pray a key role in driving knowledge economies and to uplift societies. For Africa, this process has been rather slow, with Africa contributing only about 3% of the globalized knowledge economy. Within most countries higher education has expanded, necessitating increased stakeholder involvement and increasing accreditation. Equally there is an increasing demand for Ph.D, with Africa having the highest unmet need. During the PhD execution phase, there are challenges of networking, participating in conferences, writing challenges, inadequate library support mechanisms, fear of the supervisors, unclear guidelines and regulations across most Universities. This reflective paper, while fulfilling the requirements of the CREST course on doctoral supervision, also aimed at building an argument on what it will take for African Universities to curve out sufficient space in doctoral education, research and innovation. The paper was informed by the insights gained across the modules covered during the course. Addressing Africa’s challenges requires cross cutting reforms in education rooted through PhD research engagements. Thus ‘African countries will have no option but to rely on their own and maximally use the resources at their disposal…and higher education, anchored in doctoral education should play a lead role in addressing these challenges’. Partnerships and collaborations will remain vital.
