Introduction of National Licensing Examination for Ethiopian Clinical Anesthetists
The doctoral research of Yohannes Molla Asemu reveals that the introduction of the National Licensing Examination (NLE) for anesthetists has led to improvements in the educational practices, assessments, and quality enhancement of anesthesia education institutions in Ethiopia. The implementation of the NLE is also associated with a modest improvement in the academic performance of anesthetists. Gender disparities in academic performance disappeared after the NLE; even female students performed better in some measures. On the other hand, the stagnant or declining academic performance among nurse newcomers and recently opened university students justifies further investigation.
Ethiopia has significantly increased the density of the anesthesia workforce by training associate clinical anesthetists as a task-shifting and sharing strategy. However, there were growing concerns about the quality of education and patient safety. To ensure quality education and patient safety, the Ministry of Health mandated the NLE, which is relatively costly for low- and middle-income countries. However, there is little empirical evidence to support or refute the appropriateness and usefulness of pass-or-fail decisions based on the NLE. Therefore, this thesis investigates the broader impact of the introduction of the NLE for anesthetists in Ethiopia, a low-income country in Sub-Saharan Africa.
Overall, the findings of Yohannes Molla Asemu will contribute to the existing literature and policymakers' understanding of task-sharing strategies and the implementation of an impactful NLE in Ethiopia and beyond. Regulatory authorities should enhance the impact of NLEs by verifying skill acquisition, enforcing consistent pass-or-fail decisions, and ensuring equitable access to exam-related information.
More information on the thesis