1 Training School for Senior Laboratory Technicians Bamenda.
2 Faculty of Health Sciences, University of Bamenda.
3 Training School for State Registered Nurses, Bamenda.
4 Pinnacle University Institute, Bamenda.
Review Article
World Journal of Advanced Research and Reviews, 2024, 24(01), 983–995
Received on 02 September 2024; revised on 10 October 2024; accepted on 12 October 2024
This review article explores the accreditation process for health personnel training in Cameroon, emphasizing its critical role in ensuring quality education and improving healthcare delivery. It begins with an overview of the current state of health education institutions and regulatory mechanisms, highlighting the need for robust national guidelines for accreditation. The review examines the importance of autonomous councils for each health specialty, emphasizing their role in establishing specialized standards, monitoring compliance, and promoting ethical values in training. It also discusses the historical context and evolution of accreditation, identifying past limitations and the necessity for updated standards. The strengths and challenges of the proposed guidelines are analyzed, focusing on their potential impact on the competence of health professionals. Comparative assessments with successful accreditation systems in other African nations, such as Nigeria and Ghana, provide valuable insights into best practices. The perspectives of various stakeholders, including government agencies, educational institutions, and healthcare providers, are examined. The article concludes with recommendations for enhancing accreditation processes, including capacity building and continuous stakeholder engagement, ultimately supporting the development of a competent healthcare workforce aligned with national health goals.
Accreditation; Competency-based curricula; Healthcare delivery
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Tata Elvis Fon, Mary Bi Suh Atanga, Bodzewan Fonyuy Emmanuel, Abeti Emmanuel Ndofor and Ijang Noela Forbang. Improving health outcomes in Cameroon through competency-based curricula and stakeholder engagement in accreditation. World Journal of Advanced Research and Reviews, 2024, 24(1), 983-995. Article DOI: https://doi.org/10.30574/wjarr.2024.24.1.3125